Quantum Schools 2030: Teachers Train with Virtual Reality Simulators

Escuelas Cuánticas 2030: Maestros Entrenan con Simuladores de Realidad Virtual

Abstract

The present research analyzes the feasibility of implementing virtual reality simulators in teacher training for the so-called “Quantum Schools 2030”. The inquiry examines contrasting positions on the application of quantum principles in education: while advocates argue that concepts such as superposition and entanglement can revolutionize learning, critics consider these analogies as scientifically forced extrapolations. The study bases its analysis on diverse empirical evidence: according to Calderón, Tumino and Bournissen (2020); they demonstrate positive impact of Virtual Reality (VR) on perceived learning, while according to Campos, Navas-Parejo and Moreno (2020); they document exponential growth in research on educational VR. As evidenced by Ferreira, Campanari and Rodrigues (2021); they provide support on the effectiveness of immersive technologies in pedagogical contexts, and as pointed out by Romero-Esquinas, Hidalgo-Ariza, Muñoz-González and Ariza-Carrasco (2024); they contribute evidence on inclusive implementation of virtual reality. Additionally, according to Morán and Monasterolo (2009); they establish foundations on the construction of educational simulators, and in this sense Sandoval-Poveda and Tabash-Pérez (2021); contribute with perspectives on innovation in distance education. The research concludes that virtual reality simulators represent promising tools for developing quantum teaching competencias -management of educational superposition, facilitation of cognitive entanglement, navigation in uncertainty- although their implementation requires gradual and pedagogically grounded approaches. A four-phase methodology is proposed for effective transition toward quantum teacher training, recognizing current technological limitations and the need for continuous empirical validation.