Perceived Level of Awareness of Saint Mary’s University Teachers on the use of Virtual Reality

Virtual reality (VR) is an emerging technology that provides an immersive and interactive environment in education, which teachers can adopt for their instructional strategies. This study aimed to determine the perception of Senior High School teachers at Saint Mary’s University towards VR as an instructional strategy and for professional growth. A total of 36 respondents were selected through quota sampling, with data gathered using survey questionnaires and analyzed with a descriptive-comparative design. Findings revealed that Senior High School teachers were highly perceptive towards the use of VR in education. They recognized its potential to make lessons more engaging, capture students’ attention, and enhance the overall teaching-learning process. Teachers also expressed interest in adopting VR due to its relevance in modern education. However, despite this positive outlook, hesitancy remains because of limited training, exposure, and seminars regarding its application. Further analysis showed that sex, age, years in service, educational attainment, and subject specialization did not significantly influence teachers’ perceptions. This suggests that openness to VR is consistent across different demographic groups, even though slight variations exist. Overall, the study highlights that while teachers are receptive to VR, its effective integration into classrooms depends on proper support and preparation. Without sufficient training, exposure, and resources, the potential of VR to transform teaching and learning may remain underutilized. Therefore, initiatives should focus on providing professional development programs, strengthening technological infrastructure, and ensuring continuous teacher readiness. These efforts will help equip educators with the confidence and competence to integrate VR into their instructional practices, maximizing its benefits for both teaching and student learning.