Vocational education is increasingly emphasising 21st-century skills such as collaboration, communication and problem-solving. Although group work is a commonly used teaching method to stimulate these skills, it appears that students with autism spectrum disorder (ASD) experience structural barriers in this regard. They often have difficulty interpreting verbal and non-verbal cues, recognising the right moment to speak, and dealing with environmental stimuli. These challenges can lead to stress, social exclusion and reduced participation in the learning process.

To bridge this gap, three educational institutions jointly developed an innovative VR training programme that prepares students with ASD for group discussions in a safe and realistic way. Through simulated scenarios and feedback opportunities, students can practise social interactions at their own pace, without fear of rejection or negative consequences.

The project was realised through a unique collaboration between three parties:

• Zuyd University of Applied Sciences (HBO) conducted practical research into the needs of students with ASD. Through interviews, observations and co-creative sessions, they identified which social interactions are most problematic for this target group and where exactly the learning needs lie.

• UCLL (University Colleges Leuven-Limburg; higher professional education) translated the research results into a technically functional and didactically sound VR tool. The tool consists of a lifelike group discussion environment in which students can make choices, learn to recognise emotions, and engage in interactions at their own level and pace.

• VISTA college (vocational education) investigated how the VR tool could best be embedded in the vocational education curriculum. This involved looking at the role of teachers, supervisors and support staff, as well as practical preconditions such as infrastructure, supervision and assurance in the education programme.

The three project partners followed a co-creative design approach, in which students with ASD provided feedback on scenarios, design choices and user experience throughout the process. Based on this input, several adjustments were made, such as adding visual cues, varying difficulty levels and omitting predictable time limits.

The aim of the project is not only to strengthen the communication skills of students with ASD, but also to promote inclusive education. By making teachers and fellow students aware of the challenges faced by this target group and involving them in the use of the tool, the project contributes to greater understanding, more opportunities and a stronger sense of connection.

In this session, you will be introduced to a future-oriented, scalable tool that actually bridges the gap between standard forms of education and the support needs of neurodivergent students.