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However, its integration is influenced by organizational dynamics and individual motivations, requiring a deeper understanding of these factors to optimize its potential.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>This qualitative study employed thematic analysis of semi-structured interviews with four educators from health and social care programmes at three universities and one educator from a police education programme. Participants shared their experiences integrating VR into curricula, focusing on leadership, collaboration, training, and resource allocation. Data were analysed using Braun and Clarke\u2019s reflexive thematic analysis, supported by F4 Analysis software, to identify key themes related to VR adoption and implementation.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Six themes emerged, highlighting both enablers and barriers to VR adoption. Leadership support and motivated early adopters were critical for initial implementation, but challenges included high costs, inadequate training, and limited alignment with curricula. Collaboration, both internally and with external partners, facilitated tailored VR content but required sustained effort and resources. Participants also noted that VR provided opportunities to enhance student preparedness for real-world scenarios, although its perceived complexity occasionally hindered broader acceptance. Despite variability in institutional readiness, a common need for ongoing professional development and strategic planning was evident.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>The findings underscore that successful VR integration in education relies on aligning technological innovations with pedagogical design and institutional strategies. Leadership support, robust collaboration, and sustained training are pivotal for overcoming barriers. These preliminary, hypothesis-generating insights point to factors that institutions may wish to consider when adopting VR, while underscoring the need to balance enthusiasm with critical evaluation.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1186\/s12909-026-09911-3","type":"journal-article","created":{"date-parts":[[2026,7,9]],"date-time":"2026-07-09T03:07:05Z","timestamp":1783566425000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Organizational dynamics and individual motivations in VR integration in higher education"],"prefix":"10.1186","volume":"26","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7403-2537","authenticated-orcid":false,"given":"Frode","family":"Johansen","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Maria","family":"L\u00f8vsletten","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Helge","family":"Toft","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Odd Rune","family":"Stalheim","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2026,7,9]]},"reference":[{"issue":"6","key":"9911_CR1","doi-asserted-by":"publisher","first-page":"691","DOI":"10.1111\/jcal.12375","volume":"35","author":"G Makransky","year":"2019","unstructured":"Makransky G, Borre-Gude S, Mayer RE. 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