Preethi Titu, an associate professor of science education at Kennesaw State University, is leading a research project that uses virtual reality (VR) and artificial intelligence (AI) to improve undergraduate STEM teacher preparation. The initiative, funded by the National Science Foundation, aims to provide experiential learning opportunities through VR and AI simulations. These simulations will be paired with scaffolded peer teaching focused on real-world, problem-based instruction in science.
“This research addresses the critical need in STEM education to equip future teachers with skills to engage students in meaningful scientific discussion,” Titu said.
The project is a collaboration between Kennesaw State University and five other institutions: University of West Florida, Drake University, Texas A&M University, and Southern Methodist University. Over four years, it intends to reach 250 undergraduate students studying STEM education.
Currently, Titu and her team are developing scenarios for the VR-AI simulations. They plan to start recruiting and training participants in the fall to pilot these simulations and provide feedback. Based on this feedback, the team will refine the technology to create effective teacher training tools.
Titu emphasized the importance of using immersive technologies like VR and AI in preparing future educators for classroom realities. “With a growing emphasis on deliberate practice and authentic, problem-based learning, it is more important now than ever before that future teachers are prepared to face the realities of a classroom,” she said.
Her research supports both pre-service and current teachers as they integrate STEM teaching methods into their classrooms. By working closely with students during research activities, Titu observes how these experiences foster essential skills such as critical thinking, problem-solving, and collaboration.
“Engaging in research helps students develop critical thinking, problem-solving, and collaboration skills, which are essential for effective teaching,” Titu said. “It also gives them first-hand experience in innovative approaches to STEM education.”
As development continues, the project’s focus on immersive technology and peer-supported learning could influence teacher training beyond individual campuses. By grounding preparation in real-world scientific problems, the work aims to narrow the gap between educational theory and classroom practice.
“Those practices relate to those scientific real-world problems and science instruction,” Titu said, “and that will help better prepare our teachers to facilitate learning in ways that are more engaging and effective.”
