Abstract

The use of VR-based OERs in STEM education has the potential to enhance teaching and learning by making it more immersive and interactive. Despite their increased availability in higher education, there is limited understanding of how these resources support pre-service life science teachers' subject knowledge and pedagogical skills. This study examined the reflections of 13 pre-service life science teachers on VR learning experiences using Human Anatomy VR software, guided by Kolb’s Experiential Learning Theory (ELT). Through focus group discussions, VR interaction screenshots and eye-tracking data, the study provided qualitative insights into how VR enhanced their understanding of life science topics and reshaped their teaching perspectives. Four key themes emerged: i) immersive engagement with subject knowledge; ii) development of digital pedagogical competencies; iii) evolving perceptions towards VR integration; and iv) challenges such as motion sickness. The study underscores the benefits of VR in improving content mastery and digital teaching skills, offering valuable insights for curriculum developers and policymakers in STEM teacher education. Future research is suggested to explore VR applications in mathematics, physical science, and rural education.