Virtual Reality (VR) has emerged as one of the most promising technologies in educational innovation, frequently positioned as a catalyst for immersive, student-centered learning experiences. However, its implementation trajectory often follows a cyclical pattern characterized by early excitement, rapid adoption, and subsequent abandonment. This phenomenon aligns with the well-documented "Hype Cycle" model (Makransky & Petersen, 2021) and frequently results in what has been described as “Drawer Ware”—technologies that, after initial deployment, are eventually sidelined and rendered obsolete (Johnson et al., 2022). While extensive research has underscored the cognitive benefits and motivational affordances of VR (e.g., Rodolico & Hirsu, 2023; Lee & Hwang, 2022), there is a growing recognition of persistent structural challenges—such as technological limitations, insufficient pedagogical integration, and waning user engagement—that inhibit sustained adoption (Günay & Barakat, 2020; Medina, 2019).

Against this backdrop, the present study seeks to investigate the specific factors contributing to the disuse of VR technologies in classroom contexts by centering the experiences of educators who have previously implemented VR in their schools. To bridge the gap between theoretical promise and practical sustainability, this study employs a qualitative approach guided by a semi-structured interview protocol informed by emerging concepts such as technology fatigue, post-adoption disillusionment, and institutional barriers. In particular, the research is designed to address the following questions:
(1) How do teachers articulate their initial and evolving experiences with VR in the classroom?
(2) What are the key factors that contributed to the reduction or cessation of VR use?
(3) In what ways do the concepts of the Hype Cycle and Drawer Ware reflect teachers’ lived experiences?
(4) What conditions are deemed necessary for the sustained and pedagogically meaningful integration of VR in educational environments?

The interview form was carefully constructed to probe these dimensions, incorporating prompts related to technical, instructional, institutional, and user-centered factors. Informed by a broad body of literature addressing the challenges of sustaining educational technology (Allcoat & von Mühlenen, 2018; Navarro, 2021; Li et al., 2023; Eras Ortega et al., 2024) this research contributes to the growing discourse on long-term technology integration in education. By shifting the focus beyond short-term efficacy to questions of enduring viability, and by foregrounding the voices of educators themselves, the study sheds light on the nuanced dynamics that can transform a high-potential technology into a neglected tool. Ultimately, the findings offer contextually grounded recommendations to guide future technology integration strategies, professional development efforts, and educational policy, ensuring that emerging innovations not only find their way into classrooms, but also remain pedagogically relevant and sustainable within them.

Keywords: Virtual Reality in Education, Drawerware, Hype Cycle, Educational Technology Abandonment, Teacher Perspectives.