**9. The possible solutions to any perceived challenges that hinder VR tools from being used in some classes**

The lecturers were asked briefly provide their own views of the solutions to any perceived challenges that hinder VR tools from being used in some classes. Some of the lecturers' views are presented below:


The lecturers' views on the solutions to any perceived challenges that hinder VR tools from being used in some classes are supported in research which indicates that knowledge about how to integrate VR technology in courses and the lack of time for learning and planning how to do this is a challenge for pedagogical VR use at university level [21]. It has also been highlighted that opportunities to enact VR technologies is limited due to shortcomings in practitioners' continuing professional development opportunities [22]. Hence, the effective use of VR tools in teaching and learning environments can only be realized once the said challenges are dealt with.

### **10. Conclusions and recommendation**

The findings indicated there were various benefits that VR resources have in education, and these included the following: 1. they add to the current conversations of 4IR; 2. learning becomes concrete through their use and the interaction would arouse interest in students because of the current generation being the digital-age generation; 3. They help to bring real-life realities into the classroom; 4. they eliminate challenges as students are able to see or view real-life videos in which concepts are clarified easily; 5. they have a positive effect as they enhance knowledge in teaching and learning; 6. VR resources may enhance teaching and learning only if the subject content is well researched and well aligned to the curriculum; 7. VR resources have the potential to enhance teaching and learning in a better way compared to the traditional methods; 8. VR resources bring the world to the teaching and learning environment hence, they enhance teaching and learning; 9. the use of VR resources responds to the needs of the students, who are digitally savvy; 10. VR tools enrich teaching and learning since students learn through seeing and touching, hence become totally in control of their learning; 11. VR resources give more meaning to learning content since abstract concepts can explained in a simpler manner than in traditional methods; and 12. Students are able to relate their academic work to the outside real world.

However, the findings also indicated that: 1. there was lack of adequate lecturer development for the use of VR tools for teaching; 2. There was inadequate VR tools for teaching and learning; 3. the use of VR was a problem to implement since these resources were not tailor-made for the current curricula that the lecturers were expected to effectively deliver; 4. Lectures were not compatible with the use of VR tools as they lack adequate training; and 5. There was a lack of adequate funding for the procurement of 4IR resources.

It was evident that there were significant dynamics that prevent some lecturers from the use of VR tools to equip pre-service teachers. Lecturers need ongoing support to be able to use 4IR tools, in this case, VR resources for teaching, which are described as some of the most effective and necessary teaching and learning resources of the this revolution [11]. To add on to this view, it is also suggested that students retain more information and can better apply what they will have learned after participating in VR exercises [12].

Based on these findings, the study recommends that the departments in which the participants of this study belong to should urgently provide all the support required to facilitate the lecturers' use of VR resources for teaching. This should be done through engaging intensive professional development at all levels; and through the procurement of all relevant VR tools; as well realigning the current curricula to suit the use of VR resources. It is highly recommended that the lecturers and students in this institution urgently access the opportunities of VR resources as this would provide lifelike and collaborative teaching and learning environments. Moreover, the use of VR resources would enhance students' concrete experience and active experimentation with phenomena. Without VR resources, lecturers would have no choice but continue to use traditional pedagogy, which hinders the comprehension of abstract concepts, as there would be no room for concrete experiences and reflective observation by students.

It is therefore, of utmost importance that VR be employed within teaching and learning environments as it provides new forms and methods of visualization, drawing on the strengths of visual representations [27]. Furthermore, this researcher maintains that the use of VR provides an alternate method for presentation of material, and in some cases, it can more accurately elucidate some configurations and processes than by other means, allowing extreme close-up examination of an object, observation from a great distance, and observation and examination of areas and events unavailable by other means [27]. Hence, this study strongly recommends use of VR resources by lecturers and students in their teaching and learning environments in order to effectively prepare the novice teachers to infuse these resources in their practices as expected in this 4IR era.
