Feministischer Widerstand in virtueller Realität mit DRAW FOR CHANGE! We exist, we resist: Didaktisches Potenzial und Immersionserleben

Abstract

The article examines the didactic potential of the interactive virtual reality short film We exist, we resist (2023). Available in four languages, the interactive VR application addresses gender-based violence and feminist resistance through art.

The empirical foundation is based on the analysis of subjective experiences from two university-level didactics seminars in Spanish teacher education, as well as on qualitative-quantitative data on students’ evaluations of the film and their immersion experiences.

The findings indicate considerable potential for fostering Education for Sustainable Development and intercultural learning, alongside a high level of immersion during reception, while also highlighting the need for sensitive didactic framing. In addition, the article provides concrete recommendations for didactic and methodological integration in school and university learning contexts.