When the classroom turns virtual: Teacher students practising challenging interactions with an AI-driven simulated student

The article explains that becoming a teacher requires more than subject knowledge; it demands strong social and emotional competencies, particularly emotion regulation when managing difficult interactions. Research links teachers’ ability to regulate emotions with teaching effectiveness and the quality of teacher-student relationships. This pilot responds to that need by creating immersive, repeatable simulations based on realistic classroom conflicts, such as de-escalating an angry student who reacts negatively to feedback or assessment results.

The simulation used an AI-driven virtual avatar representing a student in a VR environment. Participants interacted verbally with the avatar while observing its visual and behavioral responses, designed to appear emotionally authentic. Each scenario included preparation material, a hands-on VR exercise, and a structured debriefing session focused on identity reflection guided by a teacher educator. The central question participants addressed was: “Who am I as a teacher in a challenging situation?”

The authors highlight that technology in education should always serve pedagogical goals. Achieving meaningful learning through VR and AI requires not only technical expertise but also intentional design to ensure authenticity and emotional realism. The pilot demonstrated the potential of AI-powered avatars to support reflective practice and skill-building in vocational teacher education, while ongoing development aims to create increasingly sophisticated digital characters capable of modeling nuanced emotional behavior.

This piece is relevant for teacher educators, educational technologists, and researchers interested in simulation pedagogy, AI in education, and professional identity development. Estimated reading time: 7–9 minutes.