Abstract
In a time when technology is continuously redefining teaching and learning methods, virtual reality (VR) is emerging as an innovative tool with the potential to enhance preschool children's language skills by creating engaging and interactive environments. However, the integration of immersive technology introduces new demands on the teaching profession, requiring each educator to adapt and respond accordingly. This article investigates early childhood educators’ perceptions regarding the use of virtual reality (VR) as a teaching tool for developing preschoolers' language abilities. In the context of a rapid shift toward digital education, the research highlights both the educational potential of VR and the challenges experienced by teachers in integrating this technology. Based on a quantitative study conducted among 316 preschool teachers, the article analyzes perceptions of VR effectiveness, the factors shaping these perceptions, the level of integration, and the perceived barriers. The study emphasizes the importance of developing digital pedagogical competencies and proposes directions for training and institutional support.