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The protection of the natural environment requires ecologically sustainable behavior from current and future generations. Therefore, the present study aimed to conceive an immersive virtual reality experience to foster ecologically sustainable behavior in elementary schools. The findings were obtained in a three-stage iterative process using twelve qualitative interviews with experts from the fields of sustainability, psychology, didactics, and pedagogy, as well as elementary school teachers. The findings suggest that immersive virtual reality learning experiences should be embedded holistically into iterative learning loops to achieve transformative learning. Accordingly, we have developed a conceptual framework for designing transformative learning processes. This framework distinguishes between different learning phases and includes didactic tools, psychological success factors, and recommendations for action. These allow us to formulate concrete measures for each learning phase. In addition, we have conceived an immersive virtual reality experience suitable to reduce the psychological distance to the environmental changes caused by meat consumption. It shall illustrate how immersive virtual reality can be designed and embedded into holistic learning processes to achieve transformative learning.
Lenggenhager et al. (Tue,) studied this question.