2026-06-03T23:14:25Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/117792026-06-03T00:05:34Zcom_10259_4839com_10259_5086com_10259_2604col_10259_4840

Puente Torre, Paula Delgado Benito, Vanesa Rodríguez Cano, Sonia Lozano Álvarez, María Mindfulness Virtual reality Emerging technologies Well-being Functional diversity 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 2026-06-02 2026-06-02 2025-02 info:eu-repo/semantics/article https://hdl.handle.net/10259/11779 10.3390/soc15020045 2075-4698 eng Societies. 2025, V. 15, n. 2, art. 45 https://doi.org/10.3390/soc15020045 http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Atribución 4.0 Internacional MDPI