Virtual reality classroom and inclusive leadership

Enhancing access for students with disabilities in secondary schools in Benue State, Nigeria

Authors

DOI:

https://doi.org/10.32674/dkf5zh08

Keywords:

Inclusive Education, children with disabilities, Virtual reality, Educational Technology, Secondary Education

Abstract

This study examined the role of virtual reality (VR) classrooms and inclusive leadership practices in enhancing access to learning for students with disabilities in secondary schools in Benue State, Nigeria. A descriptive survey design was adopted using 120 respondents comprising principals, vice-principals, teachers, and education officers from six public secondary schools. Data were collected using Virtual Reality and Inclusive Leadership in Education Questionnaire (VRILEQ) with a reliability coefficient of 0.84. Descriptive statistics, t-test, Pearson correlation, and regression analysis were used for data analysis. Findings revealed that inclusive leadership practices significantly supported VR integration and improved learning outcomes for students with disabilities. The study recommends improved digital infrastructure, teacher training, and leadership support for inclusive technology integration.

Author Biographies

  • Juliana Omobolanle Onwughai, VERITAS UNIVERSITY

    Onwughai Juliana Omobolanle is a PhD student in Educational Management in the Department of Educational Foundation at Veritas University, Abuja, Nigeria. She has over 20 years of experience in the IT industry, focusing on staff training, capacity building, and productivity enhancement. Her research interests include inclusive education, leadership practices, and the use of technology to improve learning access for students with disabilities and EMIS. She is committed to advancing innovative and accessible educational solutions in Nigerian schools.

  • Esther Onoja Attah, VERITAS UNIVERSITY

    ATTAH, Esther Onoja, is a PhD Student in Educational Management in the Department of Educational Foundation at Veritas University, Abuja, Nigeria.

  • Michael Adole Okpe, VERITAS UNIVERSITY

    OKPE, Michael Adole, is a PhD Student in Educational Management in the Department of Educational Foundation at Veritas University, Abuja, Nigeria.

  • Felix Emeka Iyala, VERITAS UNIVERSITY

    Felix Emeka Iyala (PhD) is a Lecturer I in the Department of Educational Foundations, Faculty of Education, Veritas University, Abuja, Nigeria, where he coordinates the department and serves as Team Lead for SDG 4 (Quality Education). He holds a PhD in Educational Administration and Planning from Nasarawa State University, Keffi. His research interests span school management and planning, educational finance, and management information systems. He has published widely in reputable national and international journals and is a Fellow of the Association of Educational Management and Policy Practitioners (A'EMAP).

  • Joy Abosede Peter, VERITAS UNIVERSITY

    Dr . Joy Abosede Peter is a lecturer at Veritas University, Abuja. 
    Highly motivated researcher with expertise in educational technology, curriculum design, and learning outcomes. Proven track record of publishing impactful studies and collaborating with educators to drive innovation. Passionate about harnessing technology to enhance teaching and learning experiences.

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Additional Files

Published

2026-07-05

Issue

Vol. 15 No. 5 (2026): Journal of Interdisciplinary Studies in Education

Section

Education, Society, and Cultural Contexts

License

Copyright (c) 2026 Juliana Omobolanle Onwughai, Esther Onoja Attah, Michael Adole Okpe, Felix Emeka Iyala, Joy Abosede Peter

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite

Onwughai, J. O., Attah, E. O., Okpe, M. A., IYALA, . F. E., & PETER, J. A. (2026). Virtual reality classroom and inclusive leadership: Enhancing access for students with disabilities in secondary schools in Benue State, Nigeria. Journal of Interdisciplinary Studies in Education, 15(5), 125-150. https://doi.org/10.32674/dkf5zh08