This is a Strategic partnership project between Nome vocational college, Norway (mostly called Nome throughout the application), TKNIKA, Spain and Riveria, Finland.The project has the overall goal to change the way vocational education and training supports VET pupils learning by introducing VR and VR-games as teaching methods. Since pupils success at schools depends on accomplished teachers, our focus in this project is VET-teachers and how a group of early adopters can collaborate, develop and exchange knowledge on best practice when introducing Virtual Reality (VR) Educational Technology (Ed Tech) as a supplement to traditional teaching with books and other flat screens. This project is about how a group of approximately 20 teachers during guidance over about two years explore Ed Tech and then also develop guidelines, or a manual, for other VET Teachers in general on how to check relevance when presented for VR software. It will also explore how teachers should plan, conduct and evaluate VET lessons that include VR sessions for the pupils. Finally the project will also present a list of VR games with relevance for different subjects, so that non experienced VET Teachers get a starting kit and a guide for how to introduce VR in their teaching. This relevance will be presented in English, Spanish, Finnish and Norwegian so that it can be shared with Teachers in many countries. If it is a success it might be translated into all EU-languages.There are no requirements that teachers should know anything about VR before they join the project. This is meant for beginners so they will have a good understanding of what other VET teachers may wonder about when it comes to VR. Professors and Ed Tech experts will be invited to the workshops to give lessons on relevant topics, and some of them have already initiated that they are interested. The project has a main focus on how to make things work practically for both teachers and pupils. However, theory on pedagogy, motivational psychology and neuroscience is also a part of this way of taking classroom teaching closer to what the students face in reality. While the real world is three dimensional, traditional class room teaching is based on two dimensional flat screens or flat papers. The difference in experience for the pupil can be compared with the difference between watching a movie and actually walk into the story and interact in the plot. This digital reality is simulation reality, either it is anatomy and physiology in humans, it can be about how to drive big forestry machines, how to prevent or handle risky situations when working with electricity or it can be like walking into geometry when learning that in mathematics. The interaction between human and machine may be very different between different games, and we guess that teachers need to learn what the VR Ed Tech can offer. We think this is comparable with gaming except from that the software content and actions has to do with situations or subjects, like Health Care, Constructions, Forestry or Milling and Turning. Our goal is to let VET Teachers test VR in their own VET classrooms/workshops and then exchange experiences with their partners in this project. So, they will, during the project period, develop some common guidelines for best practice for VET Teachers in general about 1) Checking if VR is relevant, and if so 2) present a guide for inexperienced VET Teachers about how to plan, do and evaluate VET lessons with VR.Students on different levels of higher education will be invited to use parts of this as fieldwork or parts of their grades. This project will most likely be a subject of study for both technical and pedagogical students.The project will end in an international conference on VR in VET education. This conference will be held in the Vestfold and Telemark region in Norway.