Abstract

This study investigates how virtual simulations contribute to sustainable and inclusive teacher education by enhancing Teacher Candidates’ psychological preparation and confidence in teaching English Learners. Aligned with Sustainable Development Goal 4, which emphasizes equitable and quality education, the research explores how digital tools can reduce inequities in teacher preparation and bridge the gap between theory and practice. Participants were teacher candidates enrolled in teacher education programs and participated in semi-structured interviews reflecting on their experiences with virtual simulations. Thematic analysis revealed that simulations significantly improve preparedness by providing opportunities to refine communication strategies, receive real-time feedback, and adapt teaching to diverse English Learner proficiency levels. Importantly, the use of virtual simulations fosters sustainable training practices by reducing dependency on limited classroom placements, lowering barriers for resource-constrained institutions, and supporting scalable, inclusive approaches to teacher development. Findings highlight the potential of virtual simulations as a digital innovation that equips future educators with both technical competence and psychological readiness while advancing institutional sustainability and equity in higher education.

Keywords

References

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