Abstract
The aim of this study is to investigate the impact of a self-directed learning program for students, grounded in a competency-based approach utilizing VR, on the effectiveness of future inclusive education educators. For the experimental group, an original training program was devised based on the competency-based approach, incorporating the integration of virtual reality as a pedagogical technology. The program’s content was structured around the competencies outlined for special education teachers in the Teacher Education for Inclusion (TE4I) project. This initiative, launched in 2009 by the European Agency for Special Needs and Inclusive Education, was guided by the following core values: appreciation of diversity, support for every individual, collaboration with others, and continuous professional and personal development. The average student scores for the session results after the intervention increased to 89.32 in the experimental group, whereas they remained nearly unchanged in the control group.