Innovating in complexity: training, motivation and virtual reality in the pedagogies of the future.

In recent years, the educational system has undergone profound transformations, ac-celerated by the pandemic and the growing integration of digital technologies. These changes have highlighted the challenges faced by students with disabilities and specific learning disorders, re-quiring a rethinking of educational environments from an inclusive perspective. In this context, Virtual Reality (VR) has emerged as an innovative tool capable of fostering accessibility, personal-ization, and active learning. However, the mere availability of technological resources is not suffi-cient: continuous teacher training, professional motivation, and pedagogical awareness remain essential. The study explored the relationship between digital training, motivation, and teachers’ perceptions of the usefulness and ease of use of VR, involving 28 participants through an online questionnaire based on validated scales and specific instruments. The results indicate a positive relationship between teachers’ digital competence and motivation, showing a greater tendency to adopt educational technologies and to perceive VR as an effective and inclusive resource. When consciously integrated into teaching practice, VR can promote dy-namic, participatory, and accessible learning environments. This evidence supports the idea that educational innovation depends primarily on the professional development and intrinsic motiva-tion of teachers, rather than solely on technological availability.