Pedagogical quality and specialisation, the keys to choosing a good provider of Virtual Reality solutions

In recent years, Virtual Reality has positioned itself as one of the most transformative technologies for Vocational Training. Its ability to recreate simulated environments, facilitate hands-on learning and improve knowledge retention has been amply demonstrated, and more and more educational centres are committed to integrating this type of solution in their classrooms.

However, this growing interest has also led to the entry into the market of companies that, without specialising in the education sector or in immersive technologies, are seeking to take advantage of the situation to diversify their offer. This phenomenon, far from enriching the ecosystem, is generating certain undesired effects: immature products, poorly functional experiences and a sense of distrust among users.

Given this situation, it is more important than ever to reflect on the keys to choosing a good provider of Virtual Reality solutions for education. Specialisation is not a luxury; it is a guarantee of quality, reliability and long-term sustainability.

It is not uncommon to find products on the market that present themselves as simulators, when in reality they are only 3D models with some interaction, 360-degree tours with explanatory voiceovers or very basic, short immersive experiences without deep educational content. These products may seem attractive at first glance, especially if their price is much lower than that of professional solutions, but they rarely fulfil the pedagogical objectives expected of them.

The development of a quality training simulator is a complex process that goes far beyond the visual representation of a task. It requires an initial phase that can last for weeks or even months, an in-depth analysis in which key activities are identified, procedures are broken down, associated competencies are detected and the actual conditions under which they are executed are understood.

When this basic work is omitted and an attempt is made to develop a simulator based on videos, documentary extracts or superficial lists of tasks, the result is usually a poor, decontextualised experience with no real training value. This lack of technical and didactic rigour translates into limited experiences that are not very intuitive, with no capacity to evaluate the student’s performance, without traceability or capacity to adapt to different training contexts.

One of the keys to choosing the right provider of Extended Reality solutions in vocational education and training is to analyse its degree of specialisation, which is reflected in several fundamental aspects.

Firstly, it is essential that solutions are designed from a pedagogical approach. This implies that they not only incorporate technology, but that they respond to a clear educational logic, with a well-defined didactic structure, training objectives aligned with the curriculum and mechanisms for assessing student progress. Technology alone does not guarantee learning: it must be at the service of a pedagogical intention.

This educational approach must be accompanied by a rigorous treatment of technical knowledge, which involves working closely with experts in the sector, observing real environments and translating that knowledge into coherent, meaningful and pedagogically effective interactive dynamics. For this reason, the leading companies in each sector, those seeking to attract talent or contribute to the training of the professionals of the future, only collaborate with developers who bring them confidence and clear added value.

Proven experience is also a key indicator. A truly specialised provider will be able to accredit real projects developed in educational centres, with concrete references and success stories to back up its track record. This experience not only demonstrates technical solidity, but also knowledge of the rhythms, needs and particularities of the educational environment.

Another relevant aspect is the alignment of the catalogue of solutions with the different professional families. As opposed to generic proposals or improvised adaptations, a provider with in-depth knowledge of the education sector will offer specific simulators for branches such as mechanics, energy, health, hospitality, logistics or chemistry, among others. This specialisation makes it possible to create more relevant and contextualised experiences for students.

Similarly, support and accompaniment must go beyond the mere delivery of the product. VR solutions need to be integrated into school systems, contextualised in training programmes and backed up with appropriate training for teachers. Subsequent monitoring is also essential to assess their impact and ensure their sustained use.

Finally, transparency and commercial honesty are clear signs of professionalism. A truly specialised supplier will not downplay the challenges of technology implementation or exaggerate its functionalities. It will focus on long-lasting relationships based on mutual trust, not on one-off sales driven by expediency.

The emergence of non-specialised players offering low-cost solutions has a perverse effect on the entire ecosystem. When an institution purchases a product that does not meet its expectations, it not only loses time and resources, but also has a negative impact on the perception of these technologies and their potential.

Moreover, in a market as nascent as VR for VET, early mistakes can influence future decisions. A teacher who has had a bad experience with a poorly functioning simulator is likely to be reluctant to try again. And without teacher momentum, educational innovation stagnates.

Ultimately, trust in the education sector is a fragile asset, and all actors involved have a responsibility to preserve it.

Immersive technology is not a passing fad. It is here to stay and to improve the quality of technical education, making it more attractive, inclusive and effective. But for it to unfold its full potential, it must be built on solid foundations: rigour, experience, specialisation and commitment.

It is necessary to vindicate the value of the providers who have been working for years on this convergence between pedagogy and technology, collaborating with teachers, understanding the challenges of the centres and committing to the long term. It is these actors who are driving a true digital transformation of Vocational Education and Training.

So when choosing who to work with, it is worth asking yourself: is this a company that really understands the world of education? Does it develop its products with a pedagogical approach?

In a world where technology is advancing fast, specialisation is still one of the best guarantees of quality. Because when it comes to education, not everything goes. And to choose well is to educate better.