Vanja Riccarda Kiswarday, Nuša Pešl and Andreja Klančar

Abstract
This paper explores professionals’ understanding of potential, use,
and attitudes toward virtual reality (VR) technology in the education
of youth with autism. A quantitative empirical study conducted in
March 2025 included 116 professionals from various fields, all with
experience working with individuals on the autism spectrum. The
results show that VR is used very rarely in this context, and most
respondents rate their familiarity with the technology as low to
moderate. Key advantages identified include a safe and adaptable
learning environment, increased student motivation, and
opportunities to develop social and communication skills. The main
barriers reported are a lack of equipment, insufficient professional
training, and high costs associated with purchasing and maintaining
VR systems. Nevertheless, the majority of respondents expressed a
willingness to incorporate VR into their professional practice,
provided that appropriate support and training are available. The
findings highlight the potential of VR as a supportive technology in
the education of individuals with autism, while emphasizing the need
for systemic measures to enable its broader implementation.