Among the European projects currently exploring the potential of virtual reality through an inclusive lens, VR4Mobility is certainly one of the most interesting to place in dialogue with InclusiVRity. Although it operates in a different field, the project shares a strong underlying belief: immersive technology becomes truly meaningful when it helps reduce real barriers and creates experiences that are more accessible, safer, and more responsive to people’s needs.

VR4Mobility focuses on orientation and mobility for blind and visually impaired people. Its core idea is to use virtual reality to create controlled environments where users can develop skills related to movement, autonomy, and spatial awareness. This is not VR as a purely innovative or experimental tool, but VR as a practical resource for engaging with real-life situations, practising in protected settings, and building confidence and independence.

This is exactly where the connection with InclusiVRity becomes especially compelling. Even though the two projects address different target groups and contexts, both show how VR can support people in navigating experiences that may otherwise feel complex, overwhelming, or inaccessible. On one side, the focus is on mobility, orientation, and independence in physical space; on the other, on participation, learning, and educational accessibility. In both cases, virtual reality becomes an intermediate environment: a space where people can try, repeat, observe, adapt, and learn before facing the full complexity of real-life contexts.

This similarity is not only technical. It is also pedagogical and methodological. Both VR4Mobility and InclusiVRity demonstrate that innovation does not lie in the technology itself, but in the way it is designed and used. VR becomes truly effective when it takes users’ characteristics into account, when it is built around concrete needs, and when it is used to expand access rather than create new obstacles. In this sense, the two projects meet in a shared understanding of accessibility as an active, situated process, deeply connected to lived experience.

Another important point of convergence is the role of professionals. In both projects, virtual reality is not presented as a self-sufficient solution. Instead, it is used to strengthen existing educational, training, and support practices, offering new possibilities to those who work on inclusion every day. This matters because it reminds us that immersive technologies can only make a real difference when they are combined with expertise, pedagogical intention, and careful attention to people’s actual needs.

The collaboration between InclusiVRity and VR4Mobility is valuable precisely because it brings together two distinct but complementary perspectives. On the one hand, VR4Mobility offers important insights into the relationship between VR, autonomy, and movement through space. On the other, InclusiVRity contributes a strong reflection on personalisation, educational design, and the need to build immersive environments that are genuinely inclusive. Taken together, the two projects tell us something highly relevant today: virtual reality can become a powerful European tool for inclusion when it stops being seen as a “special” technology and starts being designed as an accessible experience.

Ultimately, this is the most meaningful common ground they share. Not using VR to impress, but to open possibilities. Not treating it as an end in itself, but as a means. And above all, not seeing accessibility as a final adjustment, but as the starting point.

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