One of the 17 Sustainable Development Goals of the United Nations is to combat climate change, and this objective has become a global educational goal across various subjects and school levels in numerous countries, e.g., Germany. Thus, English teachers must foster both English language skills and critical environmental literacy in their classrooms. Various studies have illustrated that virtual reality (VR) learning environments can promote language learning (e.g., listening, reading, and speaking skills) (Chien et al. 2020, Lan et al. 2018; Vázquez et al. 2018). They can also be beneficial for environmental education, especially for developing pro-environmental behavior (Ahn et al. 2014, Bailey et al. 2015, Fonseca & Kraus 2016) and knowledge (Fauville et al. 2020, Queiroz et al. 2018). Therefore, as part of the DiSo-SGW project encompassing 13 German universities, we aim to develop, test, implement, and widely distribute research-based teacher training modules as Open Educational Resources focusing on global education and VR in English language education. The DiSo-SGW project is part of the larger Competence Network lernen:digital (learning:digitally), which seeks to facilitate the exchange between academia and practice for the digital transformation of schools and teacher education. This network draws on expertise from around 200 international research projects, producing evidence-based materials and concepts for school development in the digital era, with support from the European Union and the German Ministry of Education and Research. This presentation provides an overview of the DiSo-SGW project, outlining how we aim to innovate teacher education through research-based teacher training programs focusing on integrating VR and global learning in English teacher education. In addition, we will present a theoretical framework developed in this project designed to both guide and assess the efficacy of educational VR apps for language learning (e.g., Immerse, ImmerseMe) and environmental education (e.g., Be Earth, Wander, Sea Level Rise Explorer). Hence, this talk will introduce educators to various VR apps, equip them with criteria to critically evaluate their benefits for English language learning and environmental education, and expand on how VR can enhance and innovate English teacher education.

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Abstract Summary
One of the United Nations' Sustainable Development Goals is combating climate change, which has become a global educational objective across subjects and school levels. Consequently, English educators must foster both language skills and environmental literacy. Virtual reality (VR) learning environments can enhance language learning (e.g., listening, reading, speaking) (Chien et al. 2020, Lan et al. 2018; Vázquez et al. 2018) and benefit pro-environmental behavior and knowledge (Ahn et al. 2014, Bailey et al. 2015, Fonseca & Kraus 2016). Our team of the DiSo-SGW project across 13 German universities aims to develop, test, implement, and widely distribute research-based teacher training modules as Open Educational Resources, focusing on integrating VR and global learning in English teacher education. This presentation outlines the DiSo-SGW project and introduces a theoretical framework developed in this project, which can be used to guide and assess the efficacy of VR learning environments for language learning and environmental education.

Authors:
Michelle Zirkel, University of Bamberg, Germany
Theresa Summer, University of Bamberg, Germany

About the Presenter(s)
Ms Michelle Zirkel is a University Doctoral Student at University of Bamberg in Germany

See this presentation on the full schedule – Sunday Schedule

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