Virtual reality (VR) is an example of a technology that invites new ways of how to design learning activities. The aim of this study is to explore how teachers organize onsite and distance learning environments for multilingual study guidance to promote students’ subject-specific learning. Multilingual study guidance is a support in Swedish schools to enhance the development of students’ subject-specific learning in native language. There are limitations in the ways in which multilingual study guidance is designed. It is often the case that learning activities are not grounded in students’ individual needs. VR constitutes a resource that can support individualized learning activities. The study is part of a Design-Based research project involving 3 researchers, 1 VR-designer, 2 teachers, 3 students from 2 schools in a cyclic process of systematic, iterative and reflective development of concrete educational activities. The results of the designs for learning demonstrate a planning for student-active practice where the student is encouraged to engage with the knowledge content in the virtual space moving around, showing knowledge by pointing/selecting, getting familiar with objects by holding them, watching a process, etc. The students are expected to show and demonstrate their knowledge, while discussing using acquired concepts in the knowledge domain. 

The study has pivotal implications for both research and practice regarding developing theoretical and practical outcomes in the context of developing students’ subject-specific learning in multilingual study guidance.