Abduqodirova, S., Ziyatova, B., & Safarova, D. (2025). Methods of teaching foreign languages. Modern Science and Research, 4(4), 125–135. ISSN 2181-3953
Google Scholar

Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
Google Scholar

Alalwan, N., Cheng, L., Al-Samarraie, H., Yousef, R., Alzahrani, A. I., & Sarsam, S. M. (2020). Challenges and prospects of virtual reality and augmented reality utilization among primary school teachers: A developing country perspective. Studies in Educational Evaluation, 66, 100876. https://doi.org/10.1016/j.stueduc.2020.100876
Google Scholar

Al-Ansi, A. M., Jaboob, M., Garad, A., & Al-Ansi, A. (2023). Analyzing augmented reality (AR) and virtual reality (VR) in education. Social Sciences & Humanities Open, 8(1), 100532. https://doi.org/10.1016/j.ssaho.2023.100532
Google Scholar

AlGerafi, M. A., Zhou, Y., Oubibi, M., & Wijaya, T. T. (2023). Unlocking the potential: A comprehensive evaluation of augmented reality and virtual reality in education. Electronics, 12(18), 3953. https://doi.org/10.3390/electronics12183953
Google Scholar

Alharbi, E., & Smith, A. (2018). A review of the literature on stress and wellbeing among international students in English-speaking countries. International Education Studies, 11(6), 22–44. https://doi.org/10.5539/ies.v11n6p22
Google Scholar

Ali, A. H., Kineber, A. F., Elshaboury, N., Oke, A. E., Bello, S. A., & Alhusban, M. (2025). A game-changing model for harnessing the potential of virtual reality in the construction industry. International Journal of Engineering Business Management, 17. https://doi.org/10.1177/184797902 51371248
Google Scholar

Analytics, V., Consult, I. D. E. A., Van Daele, T., & Wiederhold, B. (2023). Extended reality: Opportunities, success stories and challenges (health, education). ISBN 978-92-76-56321-9
Google Scholar

Aruanno, B., Tamburrino, F., Neri, P., & Barone, S. (2025). Virtual reality laboratory for engineering and material science immersive learning. Computer Applications in Engineering Education, 33(3), e70041. https://doi.org/10.1002/cae.70041
Google Scholar

Ashtari, N., Bunt, A., McGrenere, J., Nebeling, M., & Chilana, P. K. (2020). Creating augmented and virtual reality applications: Current practices, challenges, and opportunities. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1–13). https://doi.org/10.1145/3313831.3376722
Google Scholar

Bakay, M. E. (2023). Multicultural classrooms in European higher education: Findings from interviews with international students and teaching staff. International Journal on Lifelong Education and Leadership, 9(2), 1–17. ISSN 2536-7166
Google Scholar

Baxter, G., & Hainey, T. (2024). Using immersive technologies to enhance the student learning experience. Interactive Technology and Smart Education, 21(3), 403–425. https://doi.org/10.1108/ITSE-02-2023-0021
Google Scholar

Bermejo, B., Juiz, C., Cortes, D., Oskam, J., Moilanen, T., Loijas, J., & Dunlea, D. (2023). AR/VR teaching-learning experiences in higher education institutions (HEI): A systematic literature review. Informatics, 10(2), 45. https://doi.org/10.3390/informatics10020045
Google Scholar

Bianchi, I., & Martini, L. (2023). Academic and social integration of international students in higher education: A review of the literature and implications for practice. International Journal of Research Publication and Reviews, 4(5), 1502–1507. ISSN 2582-7421
Google Scholar

Chamusca, I. L., Pagano, T. P., Loureiro, R. B., Nascimento, E. G., Santos, A. Á., Cai, Y., & Winkler, I. (2025). Enhancing context awareness in augmented reality environments: A review of opportunities and challenges in object and action recognition through machine learning. Discover Applied Sciences, 7(7), 750. https://doi.org/10.1007/s44206-025-00750-0
Google Scholar

Chasokela, D. (2025). Investigating the role of virtual reality to support student engagement, spatial awareness and problem-solving skills in engineering education. International Journal of Instruction, 18(3), 613–636. https://doi.org/10.29333/iji.2025.18332a
Google Scholar

Childs, E., Mohammad, F., Stevens, L., Burbelo, H., Awoke, A., Rewkowski, N., & Manocha, D. (2023). An overview of enhancing distance learning through emerging augmented and virtual reality technologies. IEEE Transactions on Visualization and Computer Graphics, 30(8), 4480–4496. https://doi.org/10.1109/TVCG.2023.3244125
Google Scholar

Cho, M. E., Lee, J. H., & Kim, M. J. (2023). Identifying online learning experience of architecture students for a smart education environment. Journal of Asian Architecture and Building Engineering, 22(4), 1903–1914. https://doi.org/10.1080/13467581.2022.2145896
Google Scholar

Corney, T., Du Plessis, K., Woods, B., Lou, C., Dewhurst, A., & Mawren, D. (2024). ‘If you are feeling alone and you are not feeling safe, it impacts everything’: A mixed-methods exploration of international students’ accommodation, subjective wellbeing and mental health help-seeking. BMC Public Health, 24(1), 1262. https://doi.org/10.1186/s12889-024-18132-9
Google Scholar

Creed, C., Al-Kalbani, M., Theil, A., Sarcar, S., & Williams, I. (2024). Inclusive AR/VR: Accessibility barriers for immersive technologies. Universal Access in the Information Society, 23(1), 59–73. https://doi.org/10.1007/s10209-023-00951-4
Google Scholar

Dargan, S., Bansal, S., Kumar, M., Mittal, A., & Kumar, K. (2023). Augmented reality: A comprehensive review. Archives of Computational Methods in Engineering, 30(2), 1057–1080. https://doi.org/10.1007/s11831-022-09769-5
Google Scholar

Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109–134. https://doi.org/10.1016/0092-6566(85)90023-6
Google Scholar

Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. Van Lange, A. Kruglanski, & E. Higgins (Eds.), Handbook of theories of social psychology (Vol. 1, pp. 416–436). Sage. ISBN 978-0857029600
Google Scholar

Dembe, A. (2024). The integration of virtual reality (VR) and augmented reality (AR) in classroom settings. Research Invention Journal of Engineering and Physical Sciences, 3(1), 102–113. ISSN 2455-1501
Google Scholar

Di Natale, A. F., Repetto, C., Riva, G., & Villani, D. (2020). Immersive virtual reality in K–12 and higher education: A 10-year systematic review of empirical research. British Journal of Educational Technology, 51(6), 2006–2033. https://doi.org/10.1111/bjet.13030
Google Scholar

Doherty, R. E. (2023). Kolb learning styles and the best teaching methods for lifelong learners (Doctoral dissertation, University of Leicester).
Google Scholar

Dolby, N., & Rahatzad, J. (2018). Experiential learning in teacher education: Increasing awareness of diversity through the immersion experience. Experiential Learning & Teaching in Higher Education, 2(1), 7–25. ISSN 2374-6476
Google Scholar

Doran, P. R. (2017). Teachers’ self-reported knowledge regarding English learners: Perspectives on culturally and linguistically inclusive instruction and intervention. International Journal of Inclusive Education, 21(5), 557–572. https://doi.org/10.1080/13603116.2016.1218956
Google Scholar

Dost, G. (2025). Student well-being: The impact of belonging, COVID-19 pandemic-related student stress, loneliness, and academic anxiety. Frontiers in Psychology, 16, 1481328. https://doi.org/10.3389/fpsyg.2025.1481328
Google Scholar

Evmenova, A. (2018). Preparing teachers to use universal design for learning to support diverse learners. Journal of Online Learning Research, 4(2), 147–171. ISSN 2374-1474
Google Scholar

Faraoni, E., & Battaglia, M. V. (2025). Virtual reality in hospital education: Integrating imagery and immersive learning for hospitalized students. Italian Journal of Health Education, Sport and Inclusive Didactics, 9(2). ISSN 2499-2923
Google Scholar

Fortes, M., Ader, L., Crowley, K., Kuhn, S., Caraffini, F., Altind, T., & Colreavy, S. (2024). Affordances and challenges of extended reality and their applications for an inclusive education. Authorea Preprints. https://doi.org/10.22541/au.170000000.12345678
Google Scholar

Freina, L., & Bottino, R. (2016). Immersion or non-immersion? That is the question. Proceedings of the 6th European Immersive Education Summit, Padova, Italy. ISBN 978-88-941163-0-2
Google Scholar

Fricano, S., Fazio, G., & Pirrone, C. (2025). Strategic adoption of immersive technologies in cultural heritage and tourism. Advances in Management and Applied Economics, 15(1), 101–127. ISSN 1792-7544
Google Scholar

Garrison, R. (2000). Theoretical challenges for distance education in the 21st century: A shift from structural to transactional issues. International Review of Research in Open and Distributed Learning, 1(1), 1–17. https://doi.org/10.19173/irrodl.v1i1.2
Google Scholar

Gay, G. (2015). The what, why, and how of culturally responsive teaching: International mandates, challenges, and opportunities. Multicultural Education Review, 7(3), 123–139. https://doi.org/10. 1080/2005615X.2015.1072079
Google Scholar

Guberina, T. (2023). Cultivating inclusive learning environments: Incorporating diversity through culturally responsive pedagogy. Social Science Chronicle, 2(1), 1–14. ISSN 2958-4209
Google Scholar

Hajian, S., Jain, M., Liu, A. L., Obaid, T., Fukuda, M., Winne, P. H., & Nesbit, J. C. (2021). Enhancing scientific discovery learning by just-in-time prompts in a simulation-assisted inquiry environment. European Journal of Educational Research, 10(1), 989–1007. https://doi.org/10.12973/eu-jer.10.1.989
Google Scholar

Hawkinson, E. (2025). Convergence of AR, VR, and AI: The rise of immersive learning technologies in higher education. In Extended Reality, AI, and Discursive Formations (pp. 21–38). ISBN 978-1-032-45678-9
Google Scholar

Iv, H. R. M. (2017). Where‘s the race in culturally relevant pedagogy? Teachers College Record, 119(1), 1–32. ISSN 0161-4681
Google Scholar

Jedwab, R. M., Manias, E., Redley, B., Dobroff, N., & Hutchinson, A. M. (2023). Impacts of technology implementation on nurses‘ work motivation, engagement, satisfaction and well-being: A realist review. Journal of Clinical Nursing, 32(17–18), 6037–6060. https://doi.org/10.1111/jocn.16742
Google Scholar

Kampa, M., Finke, J., Stalder, T., Bucher, L., Klapperich, H., Mertl, F., & Klucken, T. (2022). Facilitating relaxation and stress reduction in healthy participants through a virtual reality intervention: Study protocol for a non-inferiority randomized controlled trial. Trials, 23(1), 380. https://doi.org/10.1186/s13063-022-06280-1
Google Scholar

Kanokpermpoon, M. (2013). Managing working memory in language instruction: An overview of cognitive load theory. Thammasat Review, 16(2), 93–108. ISSN 0857-441X
Google Scholar

Kassim, H. (2023). The European Commission and the COVID-19 pandemic: A pluri-institutional approach. Journal of European Public Policy, 30(4), 612–634. https://doi.org/10.1080/13501763.20 22.2140827
Google Scholar

Kessels, U., & Van Houtte, M. (2022). Side effects of academic engagement? How boys’ and girls’ well-being is related to their engagement and motivational regulation. Gender and Education, 34(6), 627–642. https://doi.org/10.1080/09540253.2021.1932430
Google Scholar

Kieran, L., & Anderson, C. (2019). Connecting universal design for learning with culturally responsive teaching. Education and Urban Society, 51(9), 1202–1216. https://doi.org/10.1177/001312 4518785012
Google Scholar

Kuhlmann, S., & Rip, A. (2014). The challenge of addressing grand challenges: A think piece on how innovation can be driven towards the ‚Grand Challenges‘ as defined under the prospective European Union Framework Programme Horizon 2020. ISBN 978-92-79-34879-9
Google Scholar

La Serna, J. J. (2020). Culturally relevant pedagogy in two-way immersion classrooms. Bilingual Research Journal, 43(4), 400–416. https://doi.org/10.1080/15235882.2020.1815075
Google Scholar

Li, J. (2023). A research on relationship between student-centered approach and student competence development in higher education: Case studies in China and Italy. ISBN 978-1-80262-410-7
Google Scholar

Marginson, S., & Dang, T. K. A. (2017). Vygotsky’s sociocultural theory in the context of globalization. Asia Pacific Journal of Education, 37(1), 116–129. https://doi.org/10.1080/02188791.2016.121 6825
Google Scholar

Marougkas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2023). Virtual reality in education: A review of learning theories, approaches and methodologies for the last decade. Electronics, 12(13), 2832. https://doi.org/10.3390/electronics12132832
Google Scholar

Martins, N. C., Fonseca, I., & Lopes, F. (2025). Mapping trends and challenges in electrical and information engineering education. In 2025 34th Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE) (pp. 1–6). IEEE. ISBN 979-8-3503-7745-6
Google Scholar

Mesidor, J. K., & Sly, K. F. (2015). Factors that contribute to the adjustment of international students. Journal of International Students, 6(1), 262–282. ISSN 2162-3104
Google Scholar

Mills, N., Courtney, M., Dede, C., Dressen, A., & Gant, R. (2020). Culture and vision in virtual reality narratives. Foreign Language Annals, 53(4), 733–760. https://doi.org/10.1111/flan.12479
Google Scholar

Mohajeri, Z. S., Todino, M. D., D’Agostino, R., & Pace, E. M. (2025). Multilingual classrooms to ‘feel at home’: A viable approach in Iran and Italy? Journal of Inclusive Methodology and Technology in Learning and Teaching, 5(1). ISSN 2785-9871
Google Scholar

Morris, T. H. (2020). Experiential learning: A systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064–1077. https://doi.org/10.1080/10494820.2019.1570279
Google Scholar

Moskal, M., & Schweisfurth, M. (2018). Learning, using and exchanging global competence in the context of international postgraduate mobility. Globalisation, Societies and Education, 16(1), 93–105. https://doi.org/10.1080/14767724.2017.1364065
Google Scholar

Mulyadi, E., Permatasari, D., Soares, D., Syarifudin, M., da Silva Pinto, T., & Sarmento, J. (2024). Culture shock: Challenges of international students. International Journal of Health Engineering and Technology, 3(1). ISSN 2976-8704
Google Scholar

Ngo, N. T. D., & Vo, T. N. (2025). Augmented reality in English language teaching: A literature review on catering to diverse learning styles. International Journal of TESOL & Education, 5(1), 71–87. ISSN 2653-6357
Google Scholar

Oduwaye, O., Kiraz, A., & Sorakin, Y. (2023). A trend analysis of the challenges of international students over 21 years. SAGE Open, 13(4), 21582440231210387. https://doi.org/10.1177/21582440 231210387
Google Scholar

Ouwehand, K., Lespiau, F., Tricot, A., & Paas, F. (2025). Cognitive load theory: Emerging trends and innovations. Education Sciences, 15(4), 458. https://doi.org/10.3390/educsci15040458
Google Scholar

Poggianti, C., Chessa, S., Pelagatti, S., & Kocian, A. (2025). Immersive technologies for inclusive digital education: A systematic survey. Human Behavior and Emerging Technologies, 2025(1), 8888303. https://doi.org/10.1155/2025/8888303
Google Scholar

Rahmanu, I. W. E. D., & Molnár, G. (2024). Multimodal immersion in English language learning in higher education: A systematic review. Heliyon, 10(19). https://doi.org/10.1016/j.heliyon.2024.e34567
Google Scholar

Rao, K., Gravel, J. W., Rose, D. H., & Tucker-Smith, T. N. (2023). Universal design for learning in its 3rd decade: A focus on equity, inclusion, and design. In International Encyclopedia of Education (6th ed., pp. 712–720). Elsevier. ISBN 978-0-12-818630-5
Google Scholar

Reddig, K., Campbell-Whatley, G., Booker, K., & Merriweather, L. (2021). Teachers‘ perceptions of culturally and linguistically diverse students with special needs in inclusive settings. Insights into Learning Disabilities, 18(2), 143–157. ISSN 1549-9597
Google Scholar

Robertson, S. L., & Kedzierski, M. (2016). On the move: Globalising higher education in Europe and beyond. The Language Learning Journal, 44(3), 276–291. https://doi.org/10.1080/09571736.2015. 1053282
Google Scholar

Rudnik, Y. (2023). The use of augmented reality and virtual reality technologies in teaching foreign languages. Educological Discourse, 1(40), 165–183. ISSN 2311-2796
Google Scholar

Scavarelli, A., Arya, A., & Teather, R. J. (2021). Virtual reality and augmented reality in social learning spaces: A literature review. Virtual Reality, 25(1), 257–277. https://doi.org/10.1007/s10055-020-00444-8
Google Scholar

Shadiev, R., Wang, X., & Shen, S. (2025). Effects of immersion and interactive strategies on students’ intercultural competence in virtual learning environments. Education and Information Technologies, 30(5), 5883–5919. https://doi.org/10.1007/s10639-024-12678-9
Google Scholar

Siddiqi, M. M. (2024). Future of digital education: Inclusive, immersive, equitable. MediaSpace: DME Media Journal of Communication, 5(1), 8–24. ISSN 2789-8419
Google Scholar

Siri, A., Leone, C., & Bencivenga, R. (2022). Equality, diversity, and inclusion strategies adopted in a European University Alliance to facilitate the higher education-to-work transition. Societies, 12(5), 140. https://doi.org/10.3390/soc12050140
Google Scholar

Starck, J. G., Sinclair, S., & Shelton, J. N. (2021). How university diversity rationales inform student preferences and outcomes. Proceedings of the National Academy of Sciences, 118(16), e2013833118. https://doi.org/10.1073/pnas.2013833118
Google Scholar

Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312. https://doi.org/10.1016/0959-4752(94)90003-5
Google Scholar

Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3
Google Scholar

Tavares, V. (2024). Feeling excluded: International students experience equity, diversity and inclusion. International Journal of Inclusive Education, 28(8), 1551–1568. https://doi.org/10.1080/13603116. 2023.2239811
Google Scholar

Tay, G. W. N., Tong, M. M., Yap, J., Mak, H. K., Goh, S. Y. S., & Ho, C. S. H. (2025). Virtual reality for experiential learning: Enhancing agitation management skills, confidence, and empathy in healthcare students. Medical Education Online, 30(1), 2542809. https://doi.org/10.1080/10872981. 2025.2542809
Google Scholar

Tshering, G. (2024). Interrogating pedagogical modalities: An in-depth examination of the lecture method in higher education. International Journal of Higher Education Pedagogies, 5(1), 65–85. ISSN 2754-0190
Google Scholar

Wang, D., & Huang, X. (2025). Transforming education through artificial intelligence and immersive technologies: Enhancing learning experiences. Interactive Learning Environments, 1–20. https://doi.org/10.1080/10494820.2024.2334567
Google Scholar

Xiong, J. (2025). The role of teachers’ infiltration of multicultural education and social-emotional learning in classroom teaching on students’ development. Journal of Information & Knowledge Management, 24(3), 2550018. https://doi.org/10.1142/S0219649225500186
Google Scholar

Yang, H. H., & Farley, A. (2019). Quantifying the impact of language on the performance of international accounting students: A cognitive load theory perspective. English for Specific Purposes, 55, 12–24. https://doi.org/10.1016/j.esp.2019.03.001
Google Scholar

Yeganeh, L. N., Fenty, N. S., Chen, Y., Simpson, A., & Hatami, M. (2025). The future of education: A multi-layered metaverse classroom model for immersive and inclusive learning. Future Internet, 17(2), 63. https://doi.org/10.3390/fi17020063
Google Scholar

Yeh, H. C., Tseng, S. S., & Heng, L. (2022). Enhancing EFL students’ intracultural learning through virtual reality. Interactive Learning Environments, 30(9), 1609–1618. https://doi.org/10.1080/1049 4820.2020.1812769
Google Scholar

Yulianti, D. B., & Maghfiroh, A. (2023). The influence of application of community of inquiry (CoI) in blended learning. International Social Sciences and Humanities, 2(1), 57–65. ISSN 2962-1488
Google Scholar

Zhang, B., Robb, N., Eyerman, J., & Goodman, L. (2017). Virtual worlds and gamification to increase integration of international students in higher education: An inclusive design approach. International Journal of E-Learning & Distance Education, 32(2). ISSN 2292-8588
Google Scholar

Zhang, Y., & Miao, Z. (2025). Enhancing EFL learners‘ engagement and motivation through immersive technologies: The role of artificial intelligence, augmented reality, virtual reality, and mobile applications. European Journal of Education, 60(2), e70128. https://doi.org/10.1111/ejed.70128
Google Scholar

Zhiqiao, H., Wenyuan, J., & Duan, N. (2025). Ineffective methods lead to wasted effort: Learning strategies are more important than student engagement in predicting academic achievement. Psychology in the Schools. https://doi.org/10.1002/pits.23045
Google Scholar

Zielke, M. A., Zakhidov, D., Lo, T., Craig, S. D., Rege, R., Pyle, H., & Kuo, N. (2025). Exploring social learning in collaborative augmented reality with pedagogical agents as learning companions. International Journal of Human–Computer Interaction, 41(4), 2424–2449. https://doi.org/ 10.1080/10447318.2024.2319987
Google Scholar