VR-Schooldom in European Parlament!

In an event at the European Parliament, the VR-Schooldom project was presented to an assembly of stakeholders from across Europe. The project, entitled “Developing VR educational tools to support class accommodation and peer-level based learning for students with dyslexia,” is a pioneering initiative funded under the Erasmus+ KA2 scheme, involving a consortium of five countries: Latvia, Greece, Italy, Bulgaria, and Germany.

The VR-Schooldom project endeavors to revolutionize the educational landscape for students with dyslexia by implementing cutting-edge virtual reality (VR) technology. This initiative aims to equip educators with the digital tools necessary to ensure dyslexic students can learn alongside their peers on an equal footing, thereby fostering an inclusive learning environment.

The event at the European Parliament was a resounding success, drawing keen interest from a diverse group of attendees, including lobbyists from Latvia, the Netherlands, and other countries. The project's innovative approach and promising results captivated the audience, highlighting the potential of VR technology in overcoming educational barriers.

Through its 24-month duration, the VR-Schooldom project seeks to make significant strides in supporting class accommodation and promoting peer-level based learning. By leveraging the immersive capabilities of VR, the project offers a unique opportunity for students with dyslexia to engage with educational content in a manner that suits their learning needs.

The consortium partners are committed to a transnational collaboration that aims to deliver tangible outcomes for the educational community. The project underscores the importance of utilizing technology to create a more equitable and accessible learning environment for all students.

The enthusiastic reception at the European Parliament underscores the relevance and timeliness of the VR-Schooldom project. Stakeholders from various sectors expressed their support and interest in the project, recognizing its potential to make a meaningful difference in the lives of students with dyslexia.