DOI: https://doi.org/10.63345/ijre.v14.i7.3
Prof. (Dr.) Arpit Jain
K L E F Deemed To Be University
Vaddeswaram, Andhra Pradesh 522302, India
Abstract
Digital twin classrooms have emerged as a transformative approach in teacher education by merging advanced simulation technologies with pedagogical theory to create richly detailed virtual environments for instructional rehearsal. Unlike traditional microteaching and peer‐role play, digital twin classrooms faithfully replicate not only the physical layout of a real classroom but also the dynamic behaviors, cognitive processes, and emotional responses of diverse learner avatars. This enhanced fidelity allows teacher candidates to engage in repeated practice of lesson delivery, classroom management, and adaptive decision‐making under a variety of scripted and emergent scenarios, all within a safe, controlled virtual setting. Drawing on engineering’s concept of “digital twins,” wherein digital replicas of physical systems support continuous monitoring and iterative refinement, this study adapts those principles to mirror the complexities of real‐world teaching. A cohort of 120 preservice and in service teacher trainees participated in a semester‐long program integrating scaffolded simulation sessions, real‐time performance analytics, and guided reflective debriefings. Quantitative analyses revealed statistically significant gains in instructional performance (p < 0.001) and self‐efficacy (p < 0.001), while qualitative reflections highlighted deeper metacognitive awareness, enhanced risk‐tolerant experimentation, and successful transfer of strategies to actual classroom placements. These findings underscore the potential of digital twin classrooms to bridge the theory-practice gap in teacher preparation, offering scalable, data-driven, and ethically sound opportunities for experiential learning. Recommendations for curriculum integration, faculty development, infrastructure requirements, and future research directions are provided to guide educational institutions seeking to adopt this innovation.
Keywords
Digital Twin Classrooms, Teacher Training, Immersive Learning, Educational Technology, Professional Development
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