“A Policy Framework: Integrating Virtual and Augmented Reality into UAE School Curricula”

Abstract

Purpose: The goal of this study is to identify an actionable policy framework for integrating Virtual and Augmented Reality (VR/AR) into UAE School Curricula. The research investigated existing policy initiatives, identified gaps in policy and infrastructure, and reviewed international best practice examples to create a relevant framework for integration. The research is aligned with the UAE initiatives of embedding AI (i.e. Vision 2031) to produce recommendations for an actionable policy proposal.

Methodology: The study adopted a mixed-method research design, taking into account both quantitative and qualitative data. A survey questionnaire is used to collect the qualitative data from the 50 respondents working in 10 different schools in the UAE. The sample included School Teachers, students, Principal, department head, Curriculum Specialist and Technical Support Specialist. Whereas the qualitative data is collected from the 8 participants, such as EdTech Consultant, school IT Directors, Teachers, Policy Analyst, Curriculum Developer and Principals who are part of these schools, as well as the UAE education ministry. The quantitative data is analysed using the statistical package for the social sciences (SPSS) version 22 and Excel. The findings from the SPSS are presented in the form of tables, whereas the qualitative data are analysed using thematic analysis.

Findings: The survey results showed that integrating VR/AR into UAE school curricula is moderately positive, with a mean score of 3.11 (Std Dev 0.865). Respondents largely recognise VR/AR’s potential to enhance learning experiences (50% strongly agree, 32% agree), boost student engagement (58% strongly agree), and prepare students for future careers (52% strongly agree). Key considerations include addressing infrastructure gaps (mean 2.46), providing critical teacher training (mean 3.42), managing costs (44% agree/44% strongly agree on needing government funding), and ensuring equitable access (concerns with a mean 2.52). Whereas the interview results found that policy frameworks should address factors such as high cost, technical skills, and resistance to change, necessitating policy frameworks, partnerships, and targeted support.

Unique Contribution to Theory, Practice and Policy: Theoretically, the study is informed by Constructivist Theory and Skinner’s Behavioural theory, as the study is seen to examine the factors that influence VR/AR adoption in education in the UAE. Validation was achieved by evaluating the perception of the stakeholders through surveys and interviews, contextualising the two models to the educational context of the UAE. Practically, recommendations include providing targeted teacher professional development on VR/AR pedagogies, developing content aligned to the curriculum, and developing partnerships between schools and technology providers for effective implementation. Practitioners should concentrate on user-centred design in the VR/AR experience and support technical needs. Within policy, recommendations to policymakers include building a national VR/AR integration plan, establishing infrastructure and equity guidelines, creating data privacy and security standards, and cultivating public-private partnerships. Policy efforts should align with the goals of UAE Vision 2031, particularly around its focus on innovation and preparing students for a technology-driven future, and use it as a guide to systematic VR/AR adoption in UAE schools.