Virtual Reality in Higher Education: A Systematic Review Aligned with the Sustainable Development Goals

David Llanos-Ruiz (), Víctor Abella-García and Vanesa Ausín-Villaverde
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David Llanos-Ruiz: Department of Educational Sciences, Faculty of Education, University of Burgos, C/Villadiego 1, 09001 Burgos, Spain
Víctor Abella-García: Department of Educational Sciences, Faculty of Education, University of Burgos, C/Villadiego 1, 09001 Burgos, Spain
Vanesa Ausín-Villaverde: Department of Educational Sciences, Faculty of Education, University of Burgos, C/Villadiego 1, 09001 Burgos, Spain

Societies, 2025, vol. 15, issue 9, 1-60

Abstract: Virtual Reality (VR) has emerged as a transformative tool in higher education, enabling immersive and interactive learning environments that support the assimilation of complex concepts, hands-on training, and innovative pedagogical practices. This systematic literature review analyzes studies published between 2020 and 2025 that examined the integration of VR in higher education and its connection with the United Nations Sustainable Development Goals (SDGs). Following the PRISMA guidelines, twelve studies were selected from the Web of Science and Scopus databases and assessed using predefined quality criteria. The findings highlight the predominance of mixed-methods approaches, with applications spanning diverse disciplines such as engineering, medical sciences, architecture, teacher training, and sustainability. The results emphasize VR’s potential to enhance student motivation, engagement, and digital competencies, while also contributing to Quality Education (SDG 4), along with other SDGs such as Good Health and Well-Being (SDG 3), Affordable and Clean Energy (SDG 7), Decent Work and Economic Growth (SDG 8), Reducing Inequalities (SDG 10), Sustainable Cities and Communities (SDG 11), and Climate Action (SDG 13). However, persistent challenges include high implementation costs, limited accessibility and teacher training, lack of standardization, and small short-term study designs. This review underscores the need for broader, longitudinal, and interdisciplinary research that integrates underrepresented SDGs and addresses inclusivity, equity, and long-term effectiveness, consolidating VR as a catalyst for innovation and sustainable development in higher education.

Keywords: digital competencies; educational technology; higher education; immersive learning; Sustainable Development Goals; pedagogical practices; teaching and learning; virtual reality (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2025
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