History education faces challenges engaging students due to its complexity,hindering understanding of key concepts like causality or multiperspectivity.Immersive virtual reality (iVR) is being broadly implemented in heritageinstitutions, and some history teachers are beginning to explore its potential tosupport learning. However, insufficient technological-pedagogical knowledgecomplicates its implementation while the competencies needed for K-12 historyteachers remain unexplored. Knowledge required to effectively implement iVR inhistory education is presented, aiming to discuss a model covering the various areasthat should be developed for successful history education through iVR.