Immersive Learning in Indian Schools: Exploring Approach to Education Using AR and VR

Technology integration in education has been a continuous inquiry, and advancements in Augmented Reality (AR) and Virtual Reality (VR) can potentially change teaching and learning methods. This research investigates the readiness of both students and teachers in Indian schools to incorporate AR and VR into their teaching and learning practices, addressing obstacles to technology adoption. Indian educational policymakers support technology-infused curricula, but infrastructure constraints delay widespread digital implementation. The research emphasizes integrating 360-degree VR in Indian schools with advanced educational technologies in alignment with Sustainable Development Goal 4. This study corresponds with the cognitive development phases outlined in the National Education Policy (NEP) and explores impactful learning models for STEM education. The research involves qualitative methods, including interviews with students and teachers from secondary schools, to assess the readiness and efficiency of digital learning mediums. These measures include accessibility of digital devices, training in using digital technologies, availability of digital educational resources and willingness to adapt. The research reveals a compelling interest in immersive learning technologies, expressing a desire for immersive classes. The persistent challenges include a lack of access to digital technologies, indicating a digital divide. Further, understanding concerns can facilitate building strategies to overcome resistance, adopting a culture of digital technology acceptance in education. Ongoing research is urged to assess the persistent impact of digital technology integration and adapt educational practices to meet digital literacy needs.