The integration of virtual reality with mindfulness practice is an effective tool for
reducing anxiety levels because it promotes a comprehensive improvement of the educational
process and the emotional well-being of students. The aim of this study is to analyse
the impact of a mindfulness programme carried out using Virtual Reality with people
with functional diversity who are studying Adapted Vocational Training in a secondary
school. The intervention was carried out for three months, with the aim of improving
their attentional and self-regulation skills. This innovative approach allowed students
to experience immersive environments that facilitate mindfulness practice, significantly
improving their concentration and reducing anxiety levels. Students who participated
in this case study and used this technology experienced an increase in their ability to
concentrate on tasks, as well as a marked improvement in their emotional well-being. Descriptive
analyses and guided interviews were conducted with both students and teachers
involved in the teaching–learning process. The results showed the potential of Virtual
Reality-mediated mindfulness programmes as an inclusive and powerful strategy to support
learning and personal development in adapted vocational training environments. The
study highlights its innovation in personalising learning, reducing anxiety, and improving
attentional skills through Virtual Reality. It contributes by providing empirical evidence
that supports the development of educational programmes and promotes mental health in
the educational context
