Virtual Reality and Simulation Integration for Sustainable Design and Construction Education: A Systematic Literature Review

Virtual Reality and Simulation Integration for Sustainable Design and Construction Education: A Systematic Literature Review | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Systematic Review Virtual Reality and Simulation Integration for Sustainable Design and Construction Education: A Systematic Literature Review nokulunga mashwama, Erastus M Mwanaumo This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8085624/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 4 You are reading this latest preprint version Abstract This systematic literature review explores the integration of virtual reality (VR) and simulation technologies in advancing sustainable design and construction education. Guided by PRISMA methodology, the study synthesizes evidence from 54 peer-reviewed articles to examine how immersive technologies enhance conceptual understanding, practical skill development, and sustainability competencies among architecture, engineering, and construction learners. The findings reveal that VR and augmented reality (AR) foster experiential and constructivist learning , enabling students to visualize complex building systems, simulate material lifecycles, and engage in collaborative design tasks within realistic, risk-free environments. Such immersive pedagogies bridge the long-standing gap between theoretical instruction and real-world practice, supporting the cultivation of sustainability-oriented mindsets and professional readiness. However, the review also identifies persistent challenges, including high implementation costs, limited instructional design expertise, and issues of accessibility and inclusivity. Despite these barriers, the synthesis highlights significant pedagogical advantages and offers strategic recommendations for integrating immersive tools into sustainable construction curricula. The paper concludes by proposing a conceptual roadmap for future research and curriculum innovation that leverages immersive technologies to achieve the United Nations Sustainable Development Goals (SDGs) related to quality education and sustainable cities. Social science/Education Business and commerce/Information systems and information technology Social science/Science technology and society Virtual reality Simulation-based learning Sustainable construction education Immersive learning Educational technology Pedagogical innovation Experiential learning Figures Figure 1 Figure 2 Figure 3 Figure 4 Introduction The architecture, engineering, and construction (AEC) sectors are under growing pressure to embed sustainability at the heart of professional practice, driven by climate imperatives, regulatory shifts, and the global pursuit of low-carbon development (Zebediela et al., 2024). This transformation demands innovative educational strategies that prepare future practitioners to design, construct, and manage sustainable built environments (Din et al., 2024). Yet, traditional pedagogical models often reliant on static materials and limited experiential engagement struggle to capture the complexity and interdependence of environmental, social, and technical dimensions in sustainable design. Emerging technologies, particularly virtual reality (VR) and simulation-based learning , offer new possibilities for experiential, student-centred, and constructivist approaches to AEC education. These tools enable learners to engage with authentic, interactive environments where they can explore design alternatives, test materials, and assess environmental impacts in real time (Kandi et al., 2020). Such immersive experiences encourage reflection, decision-making, and problem-solving within realistic contexts, aligning with theories of situated learning and experiential education that underpin much of educational technology research (McCloskey et al., 2023). Despite promising outcomes, the integration of VR and simulation into sustainability-focused curricula remains limited. Current research varies in scope, methodological depth, and theoretical framing, leaving gaps in understanding how these technologies influence learning outcomes, sustainability competencies, and long-term professional development (Anifowose et al., 2023). This systematic literature review therefore synthesises existing evidence on the pedagogical applications of VR and simulation in sustainable design and construction education. It evaluates how these tools enhance interdisciplinary collaboration, systems thinking, and environmental awareness key competencies for the next generation of construction professionals. By following the PRISMA protocol, this study critically examines empirical trends, identifies barriers to adoption, and proposes directions for future research, contributing to the broader discourse on technology-enhanced learning for sustainability . Background: VR and Simulation in Sustainable Design Education Over the past decade, VR and augmented reality (AR) technologies have gained significant traction in higher and vocational education, offering immersive learning experiences that transcend the limitations of traditional instruction (Sakr & Abdullah, 2024 ). By allowing learners to interact with three-dimensional digital environments and engage in scenario-based simulations, these tools enhance conceptual understanding, spatial reasoning, and knowledge retention (Muzata et al., 2024 ). Within construction education, VR applications support the visualisation of complex engineering systems such as structural design or energy modelling while providing a safe environment for experimentation and reflection (Pedro et al., 2015 ; Din et al., 2024 ). Beyond technical proficiency, immersive environments foster motivation, engagement, and learner autonomy (Bermejo et al., 2023 ). Studies in STEM education show that VR and AR can enhance collaboration and creative problem-solving, reinforcing their value in disciplines that require hands-on practice and critical thinking (Tene et al., 2024 ). These outcomes align with constructivist and experiential learning paradigms, where learners actively construct knowledge through doing, observing, and reflecting (Cabrera-Duffaut et al., 2024). Nevertheless, widespread adoption of immersive technologies in sustainability-oriented construction education remains constrained by several factors. High implementation costs, hardware limitations, and a shortage of pedagogically sound digital content continue to hinder scalability and inclusivity (Thangavel, 2025 ; Mondal & Mondal, 2025 ). Educators often lack the technical and instructional design expertise required to embed VR meaningfully within existing curricula. Additionally, ethical and accessibility considerations including data privacy and equitable participation pose ongoing challenges that necessitate thoughtful policy and institutional support (Faresta et al., 2024 ). Addressing these constraints calls for a holistic approach that integrates pedagogical innovation with technological infrastructure and professional development. Well-designed VR-based environments can simulate real-world construction processes, allowing students to explore sustainable decision-making and resource-efficient practices within a safe, authentic, and data-rich setting (Holuša et al., 2023 ). Research Questions This systematic literature review is guided by the following questions: How do virtual reality and simulation technologies enhance the understanding and application of sustainable design principles among learners in the architecture, engineering, and construction (AEC) disciplines? What are the primary benefits, limitations, and pedagogical challenges associated with integrating VR and simulation into sustainable construction training, particularly regarding learning effectiveness and resource allocation? Methodology Review Design This systematic literature review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) framework to ensure methodological transparency, rigor, and reproducibility (Mashwama & Madubela, 2025 ). The process involved a structured search, multi-stage screening, quality appraisal, and narrative synthesis of the evidence. The review was designed to capture empirical and conceptual studies examining how virtual and simulated environments are integrated into sustainable design and construction education. The methodology aligns with best practices in educational technology research, emphasizing clarity, replicability, and theoretical coherence. The initial query yielded 370 articles. After removing 180 duplicates, 190 articles underwent relevance screening based on titles and abstracts, resulting in the exclusion of 129 articles unrelated to the study’s focus. This process narrowed to 61 articles, which were subjected to abstract screening against specific inclusion criteria tied to the research objectives. A further 7 were excluded for insufficient alignment, leaving 54 articles for full-text retrieval. Ultimately, 54 peer-reviewed articles were accessible and deemed eligible for detailed analysis as per Fig. 1 (Annexure A). Review Protocol A detailed review protocol guided the search and selection process. The protocol defined the scope, inclusion criteria, data extraction strategy, and quality assessment procedures. Its primary objective was to identify studies that explore the pedagogical integration of virtual reality (VR), augmented reality (AR), or simulation-based learning within sustainability-focused construction and design education. The review also considered related digital technologies (e.g., Building Information Modelling, Internet of Things, Artificial Intelligence) when explicitly linked to immersive learning interventions. Search Strategy A comprehensive search was conducted across major scholarly databases, including Scopus , Web of Science , and Google Scholar . Search strings combined keywords and Boolean operators to maximize retrieval of relevant studies. Search terms included: (“virtual reality” OR “augmented reality” OR “mixed reality” OR “extended reality” OR “simulation”) AND (“sustainable design” OR “sustainable construction” OR “green building”) AND (“education” OR “training” OR “learning” OR “competency development”). The search targeted peer-reviewed articles published between 2015 and 2025 to reflect the most recent technological and pedagogical advancements. Reference lists of key papers were also screened to identify additional sources. 3.4 Inclusion and Exclusion Criteria Studies were included if they: Reported the use of VR, AR, or simulation technologies in sustainable design, construction, or related educational contexts; Focused on teaching, learning, or competency development outcomes; and Were published in English and peer-reviewed within the last decade. Studies were excluded if they lacked an educational focus, did not involve immersive or simulation-based methods, or were purely conceptual without empirical or pedagogical grounding. This filtering ensured that the final corpus directly addressed how immersive technologies support sustainability competencies in construction and design education. Data Synthesis Given the heterogeneity of methodologies and outcomes, a narrative synthesis approach was adopted. Thematic analysis was employed to identify patterns, contradictions, and emergent trends in the pedagogical use of VR and simulation for sustainable design and construction training. The synthesis focused on how immersive technologies support learning effectiveness, knowledge transfer, and sustainability competence development. Review of selected articles (Annexure A) Fig. 1: The PRISMA diagram Bibliometric Overview A bibliometric mapping complemented the qualitative synthesis to visualize the field’s intellectual structure. Publication trends, prolific authors, institutional affiliations, and geographic distributions were analyzed to highlight research growth and knowledge networks related to “Virtual Reality and Simulation Integration for Sustainable Design and Construction Training.” Fig. 2 (Annexure B) presents publication trends by year, illustrating the evolving research interest in this interdisciplinary domain. (Annexure B) Fig. 2: Documents by year Early Development (1995–2016) From 1995 to around 2016, annual publication numbers remained low, typically below 10 documents per year. Small fluctuations suggest incremental advances in technology and research attention, with gradual growth likely driven by foundational technological and educational developments. Starting around 2017, an upward trend emerged, with counts increasing from 10 to nearly 20 yearly documents, reflecting increased focus on VR and simulation technologies in the construction and design education sectors. A dramatic spike occurred from 2022 to 2024, with yearly document counts soaring to approximately 70, marking a breakthrough in global interest and scholarly activity. The surge may be attributed to post-pandemic digital transformation in education and training, wider access to immersive technologies, increased funding, and a recognition of sustainability and virtual methods in construction education. Analyses per subject area Figure 3 (Annexure C) displays the distribution of documents by subject area in Scopus, providing essential insights for the topic "Virtual Reality and Simulation Integration for Sustainable Design and Construction Training: A Systematic Literature Review." (Annexure C) Fig. 3: Documents by subject area Computer Science (23.7%) and Engineering (22.4%) account for the majority of research, indicating that scholarship on VR and simulation integration for sustainable design and construction training is primarily situated within these fields. This dominance highlights the technological and applied nature of virtual reality and simulation research, with engineering providing the contextual application and computer science delivering the digital frameworks and methodologies. Social Sciences (9.1%) and Medicine (9.0%) show notable contributions, suggesting research that intersects with learning approaches, human factors, and possibly simulation for healthcare construction training or ergonomics in sustainability. Mathematics (7.7%) supports analytical approaches, modeling, and performance measurement in simulation-based training and sustainable design. Physics and Astronomy (3.4%) , Earth and Planetary Sciences (3.1%) , Energy (2.7%) , Decision Sciences (2.6%) , and Materials Science (2.4%) collectively contribute to research methodologies, sustainable material selection, energy-efficient design, and decision-support systems underlying sustainable training environments. The Other (14.0%) category signifies the interdisciplinary breadth of research, encompassing educational technology, management, environmental science, and potentially policy studies relevant to the review topic. Analyses per country Figure 4 (Annexure D) below illustrates document counts by country or territory in Scopus, highlighting global research contributions relevant to "Virtual Reality and Simulation Integration for Sustainable Design and Construction Training: A Systematic Literature Review" across nations. (Annexure D) Fig. 4: Documents by country The United States leads with the highest document count, indicating a strong research output and interest in VR and simulation integration for sustainable design and construction training. China is close behind, suggesting significant focus and investment in this field, likely due to rapid technological development and a large educational sector. Germany, the United Kingdom, and Canada follow, showing notable engagement in research and systematic reviews on related topics, aligning with their advanced construction industries and progressive educational approaches. India, Italy, Australia, Malaysia, and France display lower but growing document counts, reflecting emerging interest and potential for future development in VR/simulation-integrated sustainable training and research outputs. Implications for Literature Reviews High output from the United States and China suggests systematic reviews on the topic will find richer datasets and more diverse methodologies, including advanced simulation integration and sustainable design curricula. Collaboration opportunities are likely strongest among highly ranked countries, which can be leveraged for benchmarking best practices, technological innovation, and cross-country comparative studies. Results Importance and Relevance to Sustainability, Education, and Industry Transforming education for the built environment is essential to meet the global challenges of sustainability and climate resilience. Although digitalisation is reshaping construction practice, educational programmes that effectively combine design learning with immersive technologies remain scarce (Anifowose et al., 2023 ). Integrating VR and simulation into pedagogical practice can bridge this gap, equipping learners with the cognitive, technical, and ethical competencies required for sustainable design and construction (Mashwama & Madubela, 2025 ). Through experiential and scenario-based learning, students can visualise the environmental implications of design choices, analyse energy performance, and evaluate material lifecycles before implementation (Caldas et al., 2022 ; Holuša et al., 2023 ). Such learning experiences promote reflective and systems-oriented thinking , both central to sustainable professional practice. Beyond formal education, immersive environments also extend to urban planning, infrastructure management, and smart city development. For instance, the Metaverse and digital twin technologies allow multi-scale visualisation and iterative testing of design interventions, providing new opportunities for sustainability analysis and decision support (Avinç & Yıldız, 2024 ; Damaševičius & Sidekerskienė, 2024 ). By situating learners within interactive, data-driven environments, VR and simulation not only enhance technical mastery but also cultivate environmental literacy, ethical awareness, and social responsibility qualities vital for achieving the United Nations Sustainable Development Goals (SDG 4: Quality Education; SDG 11: Sustainable Cities and Communities) . This review, therefore, examines the pedagogical and industrial relevance of immersive learning in sustainable design education, identifying best practices, persistent barriers, and pathways for effective implementation. The insights derived aim to inform curriculum innovation, institutional policy, and investment strategies that support equitable and environmentally conscious construction education. Overview of Findings The systematic review identified a growing body of empirical and conceptual studies exploring the application of virtual reality (VR) and simulation technologies in sustainable design and construction education. Analysis of these sources revealed four predominant themes: (1) Enhancement of learning and sustainability competencies through immersive technologies; (2)Pedagogical and technical integration approaches; (3)Cost-effectiveness and barriers to adoption; and (4) Emerging opportunities and implications for future training frameworks. Across the reviewed literature, VR and simulation were found to support experiential and constructivist learning, enabling learners to visualise, manipulate, and evaluate complex design and sustainability challenges in safe, controlled environments (Erten et al., 2022 ; McCloskey et al., 2023 ). Enhancing Sustainable Design and Construction Training VR and simulation technologies provide interactive, editable environments that replicate authentic construction contexts. These virtual settings allow learners to visualise intricate design processes, explore structural configurations, and test sustainable solutions without material waste or safety risks (Wang et al., 2020 ; Schumann et al., 2015 ). Empirical studies demonstrate that repeated exposure to simulated environments enhances conceptual understanding, procedural skill acquisition, and attitudinal shifts towards sustainable practices (McCloskey et al., 2023 ). Integrating VR with Building Information Modelling (BIM) has been particularly impactful, enabling collaborative design reviews, clash detection, and optimisation of material use (Zebediela et al., 2024). These processes promote sustainable construction decisions by allowing learners to conduct life-cycle assessments and evaluate energy performance virtually (Periyasamy & Periyasami, 2023 ). Furthermore, immersive simulations allow learners to experience environmental and operational challenges, such as energy efficiency trade-offs or thermal behaviour, reinforcing critical systems thinking (Dawood et al., 2023 ). VR-based safety training also emerged as a key area of impact. By simulating hazardous scenarios, learners develop situational awareness and procedural competence without physical risk (Afzal et al., 2021 ; Xu & Zheng, 2020 ). Such applications are especially valuable in developing contexts where construction work constitutes a large share of economic activity and occupational risk remains high (Erten et al., 2022 ). Advantages, Challenges, and Barriers to Integration Although immersive learning environments offer substantial pedagogical and operational benefits, several challenges constrain their widespread adoption. Such as high initial costs, limited technical expertise, and the difficulty of aligning immersive experiences with established curricula (Afzal et al., 2021 ). Institutions frequently face financial and logistical barriers in maintaining VR laboratories and developing bespoke digital content (Guo et al., 2021 ). Nevertheless, emerging evidence suggests that efficiency gains such as reduced coordination time, fewer design conflicts, and improved safety outcomes can offset initial investments (Dawood et al., 2023 ). Decreasing hardware costs and the proliferation of mobile VR systems are further mitigating economic constraints, expanding access to smaller educational institutions (Goud et al., 2023 ). Gamified and modular learning systems show promise for scalability and engagement, particularly when coupled with adaptive feedback mechanisms (Anifowose et al., 2023 ). However, issues such as motion sickness, hardware dependency, and limited pedagogical guidance continue to hinder implementation (Shi et al., 2023 ; Analyti et al., 2024 ). Educator professional development and inclusive design approaches are therefore critical to ensuring pedagogical effectiveness and equity of access (Mashwama & Madubela, 2025 ). Challenges and Emerging Opportunities Persistent challenges include interoperability among platforms, high development costs for complex simulations, and a lack of standardised assessment frameworks for learning outcomes (Guo et al., 2021 ). Yet, technological advances are progressively reducing these barriers. Enhanced computational power and digital twin technologies are enabling more realistic and data-driven simulation environments (Fry et al., 2025 ). The convergence of extended reality (XR), artificial intelligence (AI), and generative design presents new opportunities for personalised and adaptive learning pathways (Lin et al., 2025 ). These tools allow for the automatic generation of context-specific training scenarios, enabling learners to focus on sustainability competencies relevant to their professional needs (Spyrou et al., 2025 ). As hardware costs decline, these systems are likely to play a central role in democratising access to high-quality, immersive sustainability education. Implications for Sustainable Design and Construction Education Integrating immersive technologies into built environment curricula has the potential to bridge the gap between theoretical knowledge and practical application. VR and simulation-based approaches promote learner engagement, conceptual depth, and sustainability literacy by embedding complex environmental data into interactive experiences (Liu et al., 2023; Su et al., 2025). These tools also support the cultivation of 21st-century competencies critical thinking, collaboration, and digital literacy central to the United Nations Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 11 (Sustainable Cities and Communities) (Akhtar et al., 2024). Moreover, immersive learning aligns with student-centred pedagogies, allowing for self-paced exploration, feedback-driven iteration, and interdisciplinary collaboration (Mashwama & Madubela, 2025 ). Emerging evidence indicates that immersive environments foster reflective decision-making, enabling learners to simulate design trade-offs, evaluate environmental impacts, and develop holistic approaches to sustainable project delivery (González et al., 2025 ). The integration of real-time data and predictive analytics within digital twin systems further strengthens learners’ capacity for data-informed design and sustainable innovation. Comparison with Existing Literature and Identified Gaps Compared with traditional lecture-based or workshop models, VR-based training consistently demonstrates higher learner engagement, improved retention, and enhanced transfer of learning to real-world contexts (Li et al., 2025 ; Movahedi et al., 2025 ). However, current research remains fragmented, often focusing on short-term interventions or isolated aspects of training (Afzal et al., 2021 ; Qawqzeh et al., 2025 ). Few studies have conducted longitudinal assessments to determine how VR-acquired competencies translate into professional practice or long-term career development (Mashwama & Madubela, 2025 ). Furthermore, safety simulations often target discrete hazards rather than comprehensive site-wide risk systems, limiting their pedagogical depth (Afzal et al., 2021 ). Emerging research suggests that integrating generative AI and human digital twins could enable more adaptive and socially enriched learning environments, offering learners real-time mentorship and feedback (Sayffaerth, 2025 ). These developments highlight an important future direction for sustainable construction education one where immersive and intelligent systems converge to create deeply personalised, context-aware, and scalable learning experiences (Riches & Kaleva, 2025 ; Crogman et al., 2025 ). Discussion This discussion critically evaluates the pedagogical, technological, and practical implications of integrating immersive technologies into sustainable construction education. The synthesis demonstrates that virtual reality (VR) and simulation-based learning foster deeper conceptual understanding, procedural skill development, and sustainable thinking by bridging theoretical instruction and experiential application. Drawing on evidence from related domains such as medicine and engineering (Huang et al., 2020 ; Fugate et al., 2025 ), the transferability of immersive learning approaches to construction education underscores their transformative potential. Pedagogical Effectiveness and Skill Development The reviewed studies consistently highlight the capacity of VR and simulation to enhance experiential learning , aligning with constructivist and situated learning theories. Immersive environments enable learners to explore complex building systems, visualize material lifecycles, and experiment with sustainable solutions in risk-free, interactive settings (O’Grady et al., 2021 ; Din et al., 2024 ). This promotes deeper engagement and retention through authentic, hands-on practice. By enabling design validation, risk assessment, and lifecycle analysis in virtual environments, learners can iteratively refine sustainable solutions before real-world implementation (Heydarian et al., 2015 ; Fugate et al., 2025 ). This supports experiential learning cycles where reflection and experimentation are integrated into the design process. Moreover, immersive technologies minimize the environmental footprint of training by reducing the need for physical materials and travel (Schumann et al., 2015 ), reinforcing sustainability principles at both conceptual and operational levels. Technological Integration and Pedagogical Synergy The integration of augmented reality (AR) , AI-driven feedback , and extended reality (XR) is emerging as a new paradigm for sustainable education. Mobile AR and virtual laboratories provide accessible, hands-on learning experiences that correct misconceptions and support cognitive scaffolding (Zhang & Huang, 2024 ; Mashwama & Madubela, 2025 ). When combined with artificial intelligence, these systems enable adaptive learning and personalized feedback, reflecting the shift toward learner-centred and data-informed pedagogy (Alam & Windiarti, 2025 ; Byers et al., 2025 ). This technological convergence facilitates complex, multi-disciplinary training scenarios crucial in sustainable construction where systems thinking and cross-domain collaboration are required (Komatina et al., 2024 ). Beyond content delivery, VR and AR promote critical problem-solving, creativity, and decision-making core competencies for sustainability-oriented education (Mena-Guacas et al., 2025 ). Balancing Benefits and Constraints While immersive learning environments demonstrably enhance engagement and knowledge retention (Bermejo et al., 2023 ; Guan et al., 2024 ), practical and institutional barriers persist. High implementation costs, rapid technological obsolescence, and limited instructional design expertise constrain widespread adoption. Additionally, prolonged exposure to VR can cause discomfort or fatigue, requiring ergonomic and pedagogical mitigation strategies (Huang et al., 2020 ). Accessibility and inclusivity remain central concerns, particularly for learners with disabilities or limited digital access. Ensuring equitable participation necessitates thoughtful interface design and policy support. Effective integration depends not only on technological readiness but also on educators’ capacity to align immersive tools with curricular objectives and assessment frameworks. Limitations Despite growing empirical evidence, several gaps remain. Many studies employ small sample sizes or short-term interventions, limiting generalizability and understanding of long-term impacts. Furthermore, there is limited research on the comparative efficacy of VR against blended or traditional methods in sustainable construction contexts. Variability in hardware, software, and design quality further complicates replicability across institutions. Additionally, most research focuses on learner outcomes, with fewer studies addressing teacher readiness , institutional infrastructure , or policy frameworks required for sustainable implementation. Ethical and accessibility considerations also warrant further scrutiny, especially regarding data privacy, user well-being, and equitable access. Conclusion This systematic review highlights the potential of VR and simulation in advancing sustainable construction education. Immersive environments enhance experiential learning, promote sustainability literacy, and enable cost-effective, safe, and engaging training experiences. By merging theoretical and practical learning, these technologies prepare future professionals to navigate the complex challenges of sustainable design and construction. However, widespread adoption is hindered by high initial costs, limited technical capacity, and challenges in pedagogical integration. Addressing these barriers requires coordinated efforts among educators, policymakers, and industry partners to develop scalable, cost-effective, and pedagogically grounded immersive learning ecosystems. Future educational frameworks must balance innovation with inclusivity, ensuring that immersive learning enhances not replaces pedagogical quality and equity. When strategically implemented, these technologies can contribute substantially to achieving the UN Sustainable Development Goals (SDGs) , particularly those related to quality education, sustainable cities, and responsible production. Recommendations Teacher Training and Pedagogical Integration: Establish comprehensive professional development programs that empower educators to design and facilitate VR-based learning. These should address not only technical operation but also instructional design, assessment, and integration with sustainability curricula. Cross-sector Collaboration: Develop partnerships among universities, industry stakeholders, and technology developers to co-create contextually relevant, evidence-based VR content aligned with sustainable construction standards and market needs. Standardization and Policy Support: Encourage policy frameworks that promote open standards, shared digital resources, and funding models to reduce duplication and enhance interoperability across educational institutions. Inclusive and Ethical Design: Prioritize accessibility in hardware and content design to ensure all learners including those with disabilities or limited resources can participate fully in immersive learning experiences. Declarations Conflict of interest The author declares no conflict of interest Funding No funding was received for the research 1. DATA AVAILABILITY NOT PROVIDED: I have attached the references used for the data collection and the papers have been reviewed for the full paper. Data used for the study 2. DATA AVAILABILITY Furthermore, data sharing is not applicable to this research as no data were generated or analysed, except for the references attached above because the papers were generated from Scopus, google scholar. 3. ETHICAL APPROVAL The study doesn't involve any human participants directly. This article does not contain any studies with human participants performed by any of the authors 4. INFORMED CONSENT: This article does not contain any studies with human participants performed by any of the authors, no interviews were conducted. References Afzal, M., Shafiq, M. T., & Jassmi, H. A. (2021). Improving construction safety with virtual-design construction technologies – a review [Review of Improving construction safety with virtual-design construction technologies – a review ]. Journal of Information Technology in Construction , 26 , 319. https://doi.org/10.36680/j.itcon.2021.018 Akhtar, Z. B., & Rawol, A. T. (2024). Artificial Intelligence (AI) and Extended Reality (XR): A Biomedical Engineering Perspective Investigation Analysis. Indonesian Journal of Electronics Electromedical Engineering and Medical Informatics , 6 (3), 132. https://doi.org/10.35882/ijeeemi.v6.i3.4 Alam, T. H. I., & Windiarti, I. S. (2025). The Future of Artificial Intelligence in Interactive Learning: Trends, Challenges, Opportunities. Engineering Proceedings , 84 (1), 87. https://doi.org/10.3390/engproc2025084087 Analyti, E., Charitou, R., Pesmatzoglou, E., Stavrogiannopoulou, M., Schoina, I., Travlou, C., & Mitroyanni, E. (2024). Virtual Reality in Education: Transforming Learning through Immersive Technology. Technium Education and Humanities , 10 , 1-11. https://doi.org/10.47577/teh.v10i.11766 Anifowose, H., Alhazzaa, K., & Dixit, M. (2023). ENERGYSIM: techniques for advancing building energy education through immersive virtual reality (VR) simulation. Journal of Information Technology in Construction , 28 , 539. https://doi.org/10.36680/j.itcon.2023.028 Avinç, G. M., & Yıldız, A. (2024). A bibliometric and systematic review of scientific publications on metaverse research in architecture: web of science (WoS). International Journal of Technology and Design Education . https://doi.org/10.1007/s10798-024-09918-1 Bermejo, B. G., Juiz, C., Cortes, D., Oskam, J., Moilanen, T., Loijas, J., Govender, P., Hussey, J., Schmidt, A. L., Burbach, R., King, D. B., O’Connor, C., & Dunlea, D. (2023). AR/VR Teaching-Learning Experiences in Higher Education Institutions (HEI): A Systematic Literature Review. Informatics , 10 (2), 45. https://doi.org/10.3390/informatics10020045 Byers, B. S., Triantafyllidis, E., Menny, T., Schulte, M., & De Wolf, C. (2025). Assessing the User Experience of Extended Reality Devices for (Dis)Assembly: A Classroom Study . https://doi.org/10.48550/ARXIV.2505.07154 Cabrera-Duffaut, A., Pinto-Llorente, A. M., & Iglesias-Rodríguez, A. (2024, July). Immersive learning platforms: analyzing virtual reality contribution to competence development in higher education—a systematic literature review. In Frontiers in Education (Vol. 9, p. 1391560). Frontiers Media SA.https://doi.org/10.3389/feduc.2024.1391560 Caldas, L. R., Silva, M. V., Silva, V. P., Carvalho, M. T. M., & Filho, R. D. T. (2022). How Different Tools Contribute to Climate Change Mitigation in a Circular Building Environment? A Systematic Literature Review. Sustainability , 14 (7), 3759. https://doi.org/10.3390/su14073759 Crogman, H. T., Cano, V. D., Pacheco, E., Sonawane, R., & Boroon, R. (2025). Virtual Reality, Augmented Reality, and Mixed Reality in Experiential Learning: Transforming Educational Paradigms. Education Sciences , 15 (3), 303. https://doi.org/10.3390/educsci15030303 Damaševičius, R., & Sidekerskienė, T. (2024). Virtual Worlds for Learning in Metaverse: A Narrative Review [Review of Virtual Worlds for Learning in Metaverse: A Narrative Review ]. Sustainability , 16 (5), 2032. Multidisciplinary Digital Publishing Institute. https://doi.org/10.3390/su16052032 Dawood, N., Pour, F., & Pedro, A. (2023). SPECIAL ISSUE EDITORIAL: The future of construction in the context of digital transformation (CONVR 2022). Journal of Information Technology in Construction , 28 , 515-518. https://doi.org/10.36680/j.itcon.2023.026 Din, Z. U., Mohammadi, P., & Sherman, R. (2024). A systematic review and analysis of the viability of virtual reality (VR) in construction work and education [Review of A systematic review and analysis of the viability of virtual reality (VR) in construction work and education ]. Research Square (Research Square) . Research Square (United States). https://doi.org/10.21203/rs.3.rs-4791225/v1 Erten, B., Oral, B., & Yakut, M. Z. (2022). The role of virtual and augmented reality in occupational health and safety training of employees in PV power systems and evaluation with a sustainability perspective. Journal of Cleaner Production , 379 , 134499. https://doi.org/10.1016/j.jclepro.2022.134499 Faresta, R. A., Nicholas, T. Z. S. B., Chi, Y., Sinambela, I. A. N., & Mopoliu, A. Z. (2024). Exploring the Potential of Virtual Reality (VR) in Developing Students’ Thinking Skills: A Narrative Review of the Last Five Years [Review of Exploring the Potential of Virtual Reality (VR) in Developing Students’ Thinking Skills: A Narrative Review of the Last Five Years ]. International Journal of Essential Competencies in Education , 3 (2), 217. https://doi.org/10.36312/ijece.v3i2.2407 Fry, A. C., Fidan, I., & Wooldridge, E. (2025). Advancing Foundry Training Through Virtual Reality: A Low-Cost, Immersive Learning Environment. Inventions , 10 (3), 38. https://doi.org/10.3390/inventions10030038 Fugate, J. M. B., Tonsager, M. J., & Macrine, S. L. (2025). Immersive Extended Reality (I-XR) in Medical and Nursing for Skill Competency and Knowledge Acquisition: A Systematic Review and Implications for Pedagogical Practices [Review of Immersive Extended Reality (I-XR) in Medical and Nursing for Skill Competency and Knowledge Acquisition: A Systematic Review and Implications for Pedagogical Practices ]. Behavioral Sciences , 15 (4), 468. Multidisciplinary Digital Publishing Institute. https://doi.org/10.3390/bs15040468 González, E. M. D., Belaroussi, R., Soto-Martín, O., Acosta, M., & Martín‐Gutiérrez, J. (2025). Effect of Interactive Virtual Reality on the Teaching of Conceptual Design in Engineering and Architecture Fields. Applied Sciences , 15 (8), 4205. https://doi.org/10.3390/app15084205 Goud, K. A., Sharma, S., Meheta, A., Kanday, R., Tyagi, L. K., Chandrashekar, R., & Alkhafaji, M. A. (2023). Virtual Vistas: Exploring the Evolution of E-Design and Virtual Design for Sustainable Assessment. E3S Web of Conferences , 453 , 1032. https://doi.org/10.1051/e3sconf/202345301032 Guan, J., Ying, S.-F., Zhang, M., & Hwang, G. (2024). From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance. Computers & Education , 220 , 105120. https://doi.org/10.1016/j.compedu.2024.105120 Guo, X., Guo, Y., & Liu, Y. (2021). The Development of Extended Reality in Education: Inspiration from the Research Literature. Sustainability , 13 (24), 13776. https://doi.org/10.3390/su132413776 Heydarian, A., Carneiro, J. F., Gerber, D., Becerik-Gerber, B., Hayes, T., & Wood, W. (2015). Immersive virtual environments versus physical built environments: A benchmarking study for building design and user-built environment explorations. Automation in Construction , 54 , 116-126. https://doi.org/10.1016/j.autcon.2015.03.020 Holuša, V., Vaněk, M., Beneš, F., Švub, J., & Staša, P. (2023). Virtual Reality as a Tool for Sustainable Training and Education of Employees in Industrial Enterprises. Sustainability , 15 (17), 12886. https://doi.org/10.3390/su151712886 Huang, C.-Y., Lou, S., Cheng, Y.-M., & Chung, C.-C. (2020). Research on Teaching a Welding Implementation Course Assisted by Sustainable Virtual Reality Technology. Sustainability , 12 (23), 10044. https://doi.org/10.3390/su122310044 Kandi, V. R., Brittle, P., Castronovo, F., & Gaedicke, C. (2020). Application of a Virtual Reality Educational Game to Improve Design Review Skills. Construction Research Congress 2020 , 545-554. https://doi.org/10.1061/9780784482889.057 Kandi, V. R., Castronovo, F., Brittle, P., Ventura, S. M., & Nikolić, D. (2020). Assessing the Impact of a Construction Virtual Reality Game on Design Review Skills of Construction Students. Journal of Architectural Engineering , 26 (4). https://doi.org/10.1061/(asce)ae.1943-5568.0000434 Komatina, D., Miletić, M., & Ružičić, M. M. (2024). Embracing Artificial Intelligence (AI) in Architectural Education: A Step towards Sustainable Practice? Buildings , 14 (8), 2578. https://doi.org/10.3390/buildings14082578 Li, V., Siniosoglou, I., Sarigiannidis, P., & Argyriou, V. (2025). Enhancing Manufacturing Training Through VR Simulations . 1. https://doi.org/10.1109/ice/itmc65658.2025.11106519 Lin, Y.-Z., Petal, K., Alhamadah, A. H., Ghimire, S., Redondo, M. W., Corona, D. R. V., Pacheco, J., Salehi, S., & Satam, P. (2025). Personalized Education with Generative AI and Digital Twins: VR, RAG, and Zero-Shot Sentiment Analysis for Industry 4.0 Workforce Development . https://doi.org/10.48550/ARXIV.2502.14080 Liu, Y., Zhan, Q., & Zhao, W. (2024). A systematic review of VR/AR applications in vocational education: models, affects, and performances. Interactive Learning Environments , 32 (10), 6375-6392.Taylor & Francis. https://doi.org/10.1080/10494820.2023.2263043 Mashwama, N. X., & Madubela, B. (2025). Innovations in pedagogy and technology for engineering education: A systematic review. Interdisciplinary Journal of Education Research , 7 (s1), a10-a10.https://doi.org/10.38140/ijer-2025.vol7.s1.10 McCloskey, D. W., McAllister, E., Gilbert, R., O’Higgins, C., Lydon, D., Lydon, M., & McPolin, D. (2023). Embedding Civil Engineering Understanding through the Use of Interactive Virtual Reality. Education Sciences , 14 (1), 6. https://doi.org/10.3390/educsci14010006 Mena-Guacas, A. F., López-Catálan, L., Bravo, C. B., & Regaña, C. B. (2025). Educational Transformation Through Emerging Technologies: Critical Review of Scientific Impact on Learning. Education Sciences , 15 (3), 368. https://doi.org/10.3390/educsci15030368 Mondal, H., & Mondal, S. (2025). Adopting augmented reality and virtual reality in medical education in resource-limited settings: constraints and the way forward. Advances in Physiology Education , 49 (2), 503-507. https://doi.org/10.1152/advan.00027.2025 Movahedi, M., Bravo, C., & Choi, J. (2025). Generative Artificial Intelligence and Virtual Reality: Emerging Future of the Building Component Inspection Training. In CIB Conferences (Vol. 1, No. 1, p. 370). https://doi.org/10.7771/3067-4883.1429 Muzata, A. R., Singh, G., Stepanov, M. S., & Musonda, I. (2024). Immersive Learning: A Systematic Literature Review on Transforming Engineering Education Through Virtual Reality. Virtual Worlds , 3 (4), 480. https://doi.org/10.3390/virtualworlds3040026 O’Grady, T., Brajkovich, N., Minunno, R., Chong, H., & Morrison, G. M. (2021). Circular Economy and Virtual Reality in Advanced BIM-Based Prefabricated Construction. Energies , 14 (13), 4065. https://doi.org/10.3390/en14134065 Pedro, A., Le, Q. T., & Park, C. (2015). Framework for Integrating Safety into Construction Methods Education through Interactive Virtual Reality. Journal of Professional Issues in Engineering Education and Practice , 142 (2). https://doi.org/10.1061/(asce)ei.1943-5541.0000261 Periyasamy, A. P., & Periyasami, S. (2023). Rise of digital fashion and metaverse: influence on sustainability. Digital Economy and Sustainable Development , 1 (1) 16. https://doi.org/10.1007/s44265-023-00016-z Qawqzeh, Y., Shraah, A. A., Rizwan, A., Sánchez-Chero, M., More, L. A. V., & Shabaz, M. (2025). Exploring the effectiveness of virtual reality-based training for sustainable health and occupational safety in industry 4.0. Scientific Reports , 15 (1), 28930. https://doi.org/10.1038/s41598-025-14173-y Riches, S., & Kaleva, I. (2025). Virtual Reality Training as Enhanced Experiential Learning. Journal of Technology in Behavioral Science,1-5 . https://doi.org/10.1007/s41347-024-00477-9 Sakr, A., & Abdullah, T. (2024). Virtual, augmented reality and learning analytics impact on learners, and educators: A systematic review. Education and Information Technologies , 29 (15), 19913-19962. https://doi.org/10.1007/s10639-024-12602-5 Sayffaerth, C. (2025). Educational twin: the influence of artificial XR expert duplicates on future learning. arXiv preprint arXiv:2504.13896 . https://doi.org/10.48550/ARXIV.2504.13896 Schumann, M., Leye, S., & Popov, A. (2015). Virtual Reality Models and Digital Engineering Solutions for Technology Transfer. Applied Computer Systems , 17 (1), 27. https://doi.org/10.1515/acss-2015-0004 Shi, C., Miao, X., Liu, H., Han, Y., Wang, Y., Gao, W., Liu, G., Li, S., Lin, Y., Wei, X., & Xu, T. (2023). How to promote the sustainable development of virtual reality technology for training in construction filed: A tripartite evolutionary game analysis. PLoS ONE , 18 (9). https://doi.org/10.1371/journal.pone.0290957 Spyrou, O., Ariza-Sentís, M., & Vélez, S. (2025). Enhancing Education in Agriculture via XR-Based Digital Twins: A Novel Approach for the Next Generation. Applied System Innovation , 8 (2), 38. https://doi.org/10.3390/asi8020038 Tene, T., Marcatoma Tixi, J. A., Palacios Robalino, M. D. L., Mendoza Salazar, M. J., Vacacela Gomez, C., & Bellucci, S. (2024, June). Integrating immersive technologies with STEM education: a systematic review. In Frontiers in Education (Vol. 9, p. 1410163). Frontiers Media SA.https://doi.org/10.3389/feduc.2024.1410163 Thangavel, S. (2025). Revolutionizing Education Through Augmented Reality (AR) and Virtual Reality (VR): Innovations, Challenges and Future Prospects. Challenges and Future Prospects (March 03, 2025) .. https://doi.org/10.2139/ssrn.5195697 Wang, P., Wu, P., Chi, H.-L., & Li, X. (2020). Adopting lean thinking in virtual reality-based personalized operation training using value stream mapping. Automation in Construction , 119 , 103355. https://doi.org/10.1016/j.autcon.2020.103355 Xu, Z., & Zheng, N. (2020). Incorporating Virtual Reality Technology in Safety Training Solution for Construction Site of Urban Cities. Sustainability , 13 (1), 243. https://doi.org/10.3390/su13010243 Zebediela, O. M., Mathaba, T. N. D., & Nkomo, M. W. (2025, February). Challenges in Sustainable Construction Practices and Its Impact on Project Management Efficiency: A Case-Study. In Construction Industry Development Board Postgraduate Research Conference (pp. 332-341). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-99204-9_29 Zhang, Y., & Huang, X. (2024). Integrating Extended Reality (XR) in Architectural Design Education: A Systematic Review and Case Study at Southeast University (China). Buildings , 14 (12), 3954.https://doi.org/10.3390/buildings14123954 Afzal, M., Shafiq, M. T., & Jassmi, H. A. (2021). Improving construction safety with virtual-design construction technologies – a review [Review of Improving construction safety with virtual-design construction technologies – a review ]. Journal of Information Technology in Construction , 26 , 319. https://doi.org/10.36680/j.itcon.2021.018 Akhtar, Z. B., & Rawol, A. T. (2024). Artificial Intelligence (AI) and Extended Reality (XR): A Biomedical Engineering Perspective Investigation Analysis. Indonesian Journal of Electronics Electromedical Engineering and Medical Informatics , 6 (3), 132. https://doi.org/10.35882/ijeeemi.v6.i3.4 Alam, T. H. I., & Windiarti, I. S. (2025). The Future of Artificial Intelligence in Interactive Learning: Trends, Challenges, Opportunities. Engineering Proceedings , 84 (1), 87. https://doi.org/10.3390/engproc2025084087 Analyti, E., Charitou, R., Pesmatzoglou, E., Stavrogiannopoulou, M., Schoina, I., Travlou, C., & Mitroyanni, E. (2024). Virtual Reality in Education: Transforming Learning through Immersive Technology. Technium Education and Humanities , 10 , 1-11. https://doi.org/10.47577/teh.v10i.11766 Anifowose, H., Alhazzaa, K., & Dixit, M. (2023). ENERGYSIM: techniques for advancing building energy education through immersive virtual reality (VR) simulation. Journal of Information Technology in Construction , 28 , 539. https://doi.org/10.36680/j.itcon.2023.028 Avinç, G. M., & Yıldız, A. (2024). A bibliometric and systematic review of scientific publications on metaverse research in architecture: web of science (WoS). International Journal of Technology and Design Education . https://doi.org/10.1007/s10798-024-09918-1 Bermejo, B. G., Juiz, C., Cortes, D., Oskam, J., Moilanen, T., Loijas, J., Govender, P., Hussey, J., Schmidt, A. L., Burbach, R., King, D. B., O’Connor, C., & Dunlea, D. (2023). AR/VR Teaching-Learning Experiences in Higher Education Institutions (HEI): A Systematic Literature Review. Informatics , 10 (2), 45. https://doi.org/10.3390/informatics10020045 Byers, B. S., Triantafyllidis, E., Menny, T., Schulte, M., & De Wolf, C. (2025). Assessing the User Experience of Extended Reality Devices for (Dis)Assembly: A Classroom Study . https://doi.org/10.48550/ARXIV.2505.07154 Cabrera-Duffaut, A., Pinto-Llorente, A. M., & Iglesias-Rodríguez, A. (2024, July). Immersive learning platforms: analyzing virtual reality contribution to competence development in higher education—a systematic literature review. In Frontiers in Education (Vol. 9, p. 1391560). Frontiers Media SA.https://doi.org/10.3389/feduc.2024.1391560 Caldas, L. R., Silva, M. V., Silva, V. P., Carvalho, M. T. M., & Filho, R. D. T. (2022). How Different Tools Contribute to Climate Change Mitigation in a Circular Building Environment? A Systematic Literature Review. Sustainability , 14 (7), 3759. https://doi.org/10.3390/su14073759 Crogman, H. T., Cano, V. D., Pacheco, E., Sonawane, R., & Boroon, R. (2025). Virtual Reality, Augmented Reality, and Mixed Reality in Experiential Learning: Transforming Educational Paradigms. Education Sciences , 15 (3), 303. https://doi.org/10.3390/educsci15030303 Damaševičius, R., & Sidekerskienė, T. (2024). Virtual Worlds for Learning in Metaverse: A Narrative Review [Review of Virtual Worlds for Learning in Metaverse: A Narrative Review ]. Sustainability , 16 (5), 2032. Multidisciplinary Digital Publishing Institute. https://doi.org/10.3390/su16052032 Dawood, N., Pour, F., & Pedro, A. (2023). SPECIAL ISSUE EDITORIAL: The future of construction in the context of digital transformation (CONVR 2022). Journal of Information Technology in Construction , 28 , 515-518. https://doi.org/10.36680/j.itcon.2023.026 Din, Z. U., Mohammadi, P., & Sherman, R. (2024). A systematic review and analysis of the viability of virtual reality (VR) in construction work and education [Review of A systematic review and analysis of the viability of virtual reality (VR) in construction work and education ]. Research Square (Research Square) . Research Square (United States). https://doi.org/10.21203/rs.3.rs-4791225/v1 Erten, B., Oral, B., & Yakut, M. Z. (2022). The role of virtual and augmented reality in occupational health and safety training of employees in PV power systems and evaluation with a sustainability perspective. Journal of Cleaner Production , 379 , 134499. https://doi.org/10.1016/j.jclepro.2022.134499 Faresta, R. A., Nicholas, T. Z. S. B., Chi, Y., Sinambela, I. A. N., & Mopoliu, A. Z. (2024). Exploring the Potential of Virtual Reality (VR) in Developing Students’ Thinking Skills: A Narrative Review of the Last Five Years [Review of Exploring the Potential of Virtual Reality (VR) in Developing Students’ Thinking Skills: A Narrative Review of the Last Five Years ]. International Journal of Essential Competencies in Education , 3 (2), 217. https://doi.org/10.36312/ijece.v3i2.2407 Fry, A. C., Fidan, I., & Wooldridge, E. (2025). Advancing Foundry Training Through Virtual Reality: A Low-Cost, Immersive Learning Environment. Inventions , 10 (3), 38. https://doi.org/10.3390/inventions10030038 Fugate, J. M. B., Tonsager, M. J., & Macrine, S. L. (2025). Immersive Extended Reality (I-XR) in Medical and Nursing for Skill Competency and Knowledge Acquisition: A Systematic Review and Implications for Pedagogical Practices [Review of Immersive Extended Reality (I-XR) in Medical and Nursing for Skill Competency and Knowledge Acquisition: A Systematic Review and Implications for Pedagogical Practices ]. Behavioral Sciences , 15 (4), 468. Multidisciplinary Digital Publishing Institute. https://doi.org/10.3390/bs15040468 González, E. M. D., Belaroussi, R., Soto-Martín, O., Acosta, M., & Martín‐Gutiérrez, J. (2025). Effect of Interactive Virtual Reality on the Teaching of Conceptual Design in Engineering and Architecture Fields. Applied Sciences , 15 (8), 4205. https://doi.org/10.3390/app15084205 Goud, K. A., Sharma, S., Meheta, A., Kanday, R., Tyagi, L. K., Chandrashekar, R., & Alkhafaji, M. A. (2023). Virtual Vistas: Exploring the Evolution of E-Design and Virtual Design for Sustainable Assessment. E3S Web of Conferences , 453 , 1032. https://doi.org/10.1051/e3sconf/202345301032 Guan, J., Ying, S.-F., Zhang, M., & Hwang, G. (2024). From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance. Computers & Education , 220 , 105120. https://doi.org/10.1016/j.compedu.2024.105120 Guo, X., Guo, Y., & Liu, Y. (2021). The Development of Extended Reality in Education: Inspiration from the Research Literature. Sustainability , 13 (24), 13776. https://doi.org/10.3390/su132413776 Heydarian, A., Carneiro, J. F., Gerber, D., Becerik-Gerber, B., Hayes, T., & Wood, W. (2015). Immersive virtual environments versus physical built environments: A benchmarking study for building design and user-built environment explorations. Automation in Construction , 54 , 116-126. https://doi.org/10.1016/j.autcon.2015.03.020 Holuša, V., Vaněk, M., Beneš, F., Švub, J., & Staša, P. (2023). Virtual Reality as a Tool for Sustainable Training and Education of Employees in Industrial Enterprises. Sustainability , 15 (17), 12886. https://doi.org/10.3390/su151712886 Huang, C.-Y., Lou, S., Cheng, Y.-M., & Chung, C.-C. (2020). Research on Teaching a Welding Implementation Course Assisted by Sustainable Virtual Reality Technology. Sustainability , 12 (23), 10044. https://doi.org/10.3390/su122310044 Kandi, V. R., Brittle, P., Castronovo, F., & Gaedicke, C. (2020). Application of a Virtual Reality Educational Game to Improve Design Review Skills. Construction Research Congress 2020 , 545-554. https://doi.org/10.1061/9780784482889.057 Kandi, V. R., Castronovo, F., Brittle, P., Ventura, S. M., & Nikolić, D. (2020). Assessing the Impact of a Construction Virtual Reality Game on Design Review Skills of Construction Students. Journal of Architectural Engineering , 26 (4). https://doi.org/10.1061/(asce)ae.1943-5568.0000434 Komatina, D., Miletić, M., & Ružičić, M. M. (2024). Embracing Artificial Intelligence (AI) in Architectural Education: A Step towards Sustainable Practice? Buildings , 14 (8), 2578. https://doi.org/10.3390/buildings14082578 Li, V., Siniosoglou, I., Sarigiannidis, P., & Argyriou, V. (2025). Enhancing Manufacturing Training Through VR Simulations . 1. https://doi.org/10.1109/ice/itmc65658.2025.11106519 Lin, Y.-Z., Petal, K., Alhamadah, A. H., Ghimire, S., Redondo, M. W., Corona, D. R. V., Pacheco, J., Salehi, S., & Satam, P. (2025). Personalized Education with Generative AI and Digital Twins: VR, RAG, and Zero-Shot Sentiment Analysis for Industry 4.0 Workforce Development . https://doi.org/10.48550/ARXIV.2502.14080 Liu, Y., Zhan, Q., & Zhao, W. (2024). A systematic review of VR/AR applications in vocational education: models, affects, and performances. Interactive Learning Environments , 32 (10), 6375-6392.Taylor & Francis. https://doi.org/10.1080/10494820.2023.2263043 Mashwama, N. X., & Madubela, B. (2025). Innovations in pedagogy and technology for engineering education: A systematic review. Interdisciplinary Journal of Education Research , 7 (s1), a10-a10.https://doi.org/10.38140/ijer-2025.vol7.s1.10 McCloskey, D. W., McAllister, E., Gilbert, R., O’Higgins, C., Lydon, D., Lydon, M., & McPolin, D. (2023). Embedding Civil Engineering Understanding through the Use of Interactive Virtual Reality. Education Sciences , 14 (1), 6. https://doi.org/10.3390/educsci14010006 Mena-Guacas, A. F., López-Catálan, L., Bravo, C. B., & Regaña, C. B. (2025). Educational Transformation Through Emerging Technologies: Critical Review of Scientific Impact on Learning. Education Sciences , 15 (3), 368. https://doi.org/10.3390/educsci15030368 Mondal, H., & Mondal, S. (2025). Adopting augmented reality and virtual reality in medical education in resource-limited settings: constraints and the way forward. Advances in Physiology Education , 49 (2), 503-507. https://doi.org/10.1152/advan.00027.2025 Movahedi, M., Bravo, C., & Choi, J. (2025). Generative Artificial Intelligence and Virtual Reality: Emerging Future of the Building Component Inspection Training. In CIB Conferences (Vol. 1, No. 1, p. 370). https://doi.org/10.7771/3067-4883.1429 Muzata, A. R., Singh, G., Stepanov, M. S., & Musonda, I. (2024). Immersive Learning: A Systematic Literature Review on Transforming Engineering Education Through Virtual Reality. Virtual Worlds , 3 (4), 480. https://doi.org/10.3390/virtualworlds3040026 O’Grady, T., Brajkovich, N., Minunno, R., Chong, H., & Morrison, G. M. (2021). Circular Economy and Virtual Reality in Advanced BIM-Based Prefabricated Construction. Energies , 14 (13), 4065. https://doi.org/10.3390/en14134065 Pedro, A., Le, Q. T., & Park, C. (2015). Framework for Integrating Safety into Construction Methods Education through Interactive Virtual Reality. Journal of Professional Issues in Engineering Education and Practice , 142 (2). https://doi.org/10.1061/(asce)ei.1943-5541.0000261 Periyasamy, A. P., & Periyasami, S. (2023). Rise of digital fashion and metaverse: influence on sustainability. Digital Economy and Sustainable Development , 1 (1) 16. https://doi.org/10.1007/s44265-023-00016-z Qawqzeh, Y., Shraah, A. A., Rizwan, A., Sánchez-Chero, M., More, L. A. V., & Shabaz, M. (2025). Exploring the effectiveness of virtual reality-based training for sustainable health and occupational safety in industry 4.0. Scientific Reports , 15 (1), 28930. https://doi.org/10.1038/s41598-025-14173-y Riches, S., & Kaleva, I. (2025). Virtual Reality Training as Enhanced Experiential Learning. Journal of Technology in Behavioral Science,1-5 . https://doi.org/10.1007/s41347-024-00477-9 Sakr, A., & Abdullah, T. (2024). Virtual, augmented reality and learning analytics impact on learners, and educators: A systematic review. Education and Information Technologies , 29 (15), 19913-19962. https://doi.org/10.1007/s10639-024-12602-5 Sayffaerth, C. (2025). Educational twin: the influence of artificial XR expert duplicates on future learning. arXiv preprint arXiv:2504.13896 . https://doi.org/10.48550/ARXIV.2504.13896 Schumann, M., Leye, S., & Popov, A. (2015). Virtual Reality Models and Digital Engineering Solutions for Technology Transfer. Applied Computer Systems , 17 (1), 27. https://doi.org/10.1515/acss-2015-0004 Shi, C., Miao, X., Liu, H., Han, Y., Wang, Y., Gao, W., Liu, G., Li, S., Lin, Y., Wei, X., & Xu, T. (2023). How to promote the sustainable development of virtual reality technology for training in construction filed: A tripartite evolutionary game analysis. PLoS ONE , 18 (9). https://doi.org/10.1371/journal.pone.0290957 Spyrou, O., Ariza-Sentís, M., & Vélez, S. (2025). Enhancing Education in Agriculture via XR-Based Digital Twins: A Novel Approach for the Next Generation. Applied System Innovation , 8 (2), 38. https://doi.org/10.3390/asi8020038 Tene, T., Marcatoma Tixi, J. A., Palacios Robalino, M. D. L., Mendoza Salazar, M. J., Vacacela Gomez, C., & Bellucci, S. (2024, June). Integrating immersive technologies with STEM education: a systematic review. In Frontiers in Education (Vol. 9, p. 1410163). Frontiers Media SA.https://doi.org/10.3389/feduc.2024.1410163 Thangavel, S. (2025). Revolutionizing Education Through Augmented Reality (AR) and Virtual Reality (VR): Innovations, Challenges and Future Prospects. Challenges and Future Prospects (March 03, 2025) .. https://doi.org/10.2139/ssrn.5195697 Wang, P., Wu, P., Chi, H.-L., & Li, X. (2020). Adopting lean thinking in virtual reality-based personalized operation training using value stream mapping. Automation in Construction , 119 , 103355. https://doi.org/10.1016/j.autcon.2020.103355 Xu, Z., & Zheng, N. (2020). Incorporating Virtual Reality Technology in Safety Training Solution for Construction Site of Urban Cities. Sustainability , 13 (1), 243. https://doi.org/10.3390/su13010243 Zebediela, O. M., Mathaba, T. N. D., & Nkomo, M. W. (2025, February). Challenges in Sustainable Construction Practices and Its Impact on Project Management Efficiency: A Case-Study. In Construction Industry Development Board Postgraduate Research Conference (pp. 332-341). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-99204-9_29 Zhang, Y., & Huang, X. (2024). Integrating Extended Reality (XR) in Architectural Design Education: A Systematic Review and Case Study at Southeast University (China). Buildings , 14 (12), 3954.https://doi.org/10.3390/buildings14123954 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviewers invited by journal 12 Feb, 2026 Editor assigned by journal 30 Dec, 2025 Submission checks completed at journal 17 Dec, 2025 First submitted to journal 17 Dec, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8085624","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Systematic Review","associatedPublications":[],"authors":[{"id":591278099,"identity":"f638725b-7787-4107-87c6-37580da503aa","order_by":0,"name":"nokulunga mashwama","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA00lEQVRIiWNgGAWjYJACZjDJ3kCyFp4DJGuRSCBSubnY4cefC9vsovlnvjH+zMNgJ8/Af/gBXi2Ws9PMpGe2JefOuJ1jJs3DkGzYwHDMAK8Wg9sJZsy825hzG27nbmPmYWBOYGBsIKQl/fNn3m31ufNvnt0MdFh9AgMz+wcCWnIMpHm3Hc7dcIN3A9BhhxMY2HgI2ZJTJs3773juxjP53yTnGBw3bOPhKSDkMKB7zlTnzjt+LPnDm4pqeX7+4xvwakE3gYGBjRT1o2AUjIJRMAqwAwAfAUHoO+BSgQAAAABJRU5ErkJggg==","orcid":"","institution":"Walter Sisulu University","correspondingAuthor":true,"prefix":"","firstName":"nokulunga","middleName":"","lastName":"mashwama","suffix":""},{"id":591278100,"identity":"ba92b661-c1e9-4f34-a26a-4b37431595b3","order_by":1,"name":"Erastus M Mwanaumo","email":"","orcid":"","institution":"University of Zambia","correspondingAuthor":false,"prefix":"","firstName":"Erastus","middleName":"M","lastName":"Mwanaumo","suffix":""}],"badges":[],"createdAt":"2025-11-11 10:23:21","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8085624/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8085624/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":102962889,"identity":"9bbbc2e8-96dd-45d8-aad1-abbe7cf8e392","added_by":"auto","created_at":"2026-02-19 04:11:57","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":231964,"visible":true,"origin":"","legend":"\u003cp\u003eSee image above for figure legend\u0026nbsp;\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-8085624/v1/044cf45ebd69535c665bd52d.png"},{"id":102831522,"identity":"cd117782-b63f-44f7-8354-938846f4ea38","added_by":"auto","created_at":"2026-02-17 10:07:33","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":217682,"visible":true,"origin":"","legend":"\u003cp\u003eSee image above for figure legend\u0026nbsp;\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-8085624/v1/2f29017b8c26bee70a850a75.png"},{"id":102831523,"identity":"cb0d8655-6e67-4ebd-84ab-7bdfe7147e0b","added_by":"auto","created_at":"2026-02-17 10:07:33","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":371757,"visible":true,"origin":"","legend":"\u003cp\u003eSee image above for figure legend\u0026nbsp;\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-8085624/v1/a2b522239f011a945c2c06c4.png"},{"id":102963412,"identity":"ca0258d6-ab7f-4ddc-a62c-8b289eccdb59","added_by":"auto","created_at":"2026-02-19 04:17:45","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":213431,"visible":true,"origin":"","legend":"\u003cp\u003eSee image above for figure legend\u0026nbsp;\u003c/p\u003e","description":"","filename":"4.png","url":"https://assets-eu.researchsquare.com/files/rs-8085624/v1/31c0c93c776c264d8ef22ee3.png"},{"id":102965201,"identity":"34ea2a98-868c-4b37-9240-db35b5aca7b5","added_by":"auto","created_at":"2026-02-19 04:30:44","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2631786,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8085624/v1/eae20d19-9431-4738-8629-4fc58c14b245.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Virtual Reality and Simulation Integration for Sustainable Design and Construction Education: A Systematic Literature Review","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe architecture, engineering, and construction (AEC) sectors are under growing pressure to embed sustainability at the heart of professional practice, driven by climate imperatives, regulatory shifts, and the global pursuit of low-carbon development (Zebediela et al., 2024). This transformation demands innovative educational strategies that prepare future practitioners to design, construct, and manage sustainable built environments (Din et al., 2024). Yet, traditional pedagogical models often reliant on static materials and limited experiential engagement struggle to capture the complexity and interdependence of environmental, social, and technical dimensions in sustainable design. Emerging technologies, particularly \u003cstrong\u003evirtual reality (VR)\u003c/strong\u003e and \u003cstrong\u003esimulation-based learning\u003c/strong\u003e, offer new possibilities for experiential, student-centred, and constructivist approaches to AEC education. These tools enable learners to engage with authentic, interactive environments where they can explore design alternatives, test materials, and assess environmental impacts in real time (Kandi et al., 2020). Such immersive experiences encourage reflection, decision-making, and problem-solving within realistic contexts, aligning with theories of \u003cstrong\u003esituated learning\u003c/strong\u003e and \u003cstrong\u003eexperiential education\u003c/strong\u003e that underpin much of educational technology research (McCloskey et al., 2023).\u003c/p\u003e\n\u003cp\u003eDespite promising outcomes, the integration of VR and simulation into sustainability-focused curricula remains limited. Current research varies in scope, methodological depth, and theoretical framing, leaving gaps in understanding how these technologies influence learning outcomes, sustainability competencies, and long-term professional development (Anifowose et al., 2023). This systematic literature review therefore synthesises existing evidence on the pedagogical applications of VR and simulation in sustainable design and construction education. It evaluates how these tools enhance interdisciplinary collaboration, systems thinking, and environmental awareness key competencies for the next generation of construction professionals. By following the \u003cstrong\u003ePRISMA\u003c/strong\u003e protocol, this study critically examines empirical trends, identifies barriers to adoption, and proposes directions for future research, contributing to the broader discourse on \u003cstrong\u003etechnology-enhanced learning for sustainability\u003c/strong\u003e.\u003c/p\u003e"},{"header":"Background: VR and Simulation in Sustainable Design Education","content":"\u003cp\u003eOver the past decade, \u003cb\u003eVR and augmented reality (AR)\u003c/b\u003e technologies have gained significant traction in higher and vocational education, offering immersive learning experiences that transcend the limitations of traditional instruction (Sakr \u0026amp; Abdullah, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). By allowing learners to interact with three-dimensional digital environments and engage in scenario-based simulations, these tools enhance conceptual understanding, spatial reasoning, and knowledge retention (Muzata et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Within construction education, VR applications support the visualisation of complex engineering systems such as structural design or energy modelling while providing a safe environment for experimentation and reflection (Pedro et al., \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Din et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Beyond technical proficiency, immersive environments foster motivation, engagement, and learner autonomy (Bermejo et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Studies in STEM education show that VR and AR can enhance collaboration and creative problem-solving, reinforcing their value in disciplines that require hands-on practice and critical thinking (Tene et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). These outcomes align with constructivist and experiential learning paradigms, where learners actively construct knowledge through doing, observing, and reflecting (Cabrera-Duffaut et al., 2024).\u003c/p\u003e \u003cp\u003eNevertheless, widespread adoption of immersive technologies in sustainability-oriented construction education remains constrained by several factors. High implementation costs, hardware limitations, and a shortage of pedagogically sound digital content continue to hinder scalability and inclusivity (Thangavel, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Mondal \u0026amp; Mondal, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Educators often lack the technical and instructional design expertise required to embed VR meaningfully within existing curricula. Additionally, ethical and accessibility considerations including data privacy and equitable participation pose ongoing challenges that necessitate thoughtful policy and institutional support (Faresta et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAddressing these constraints calls for a holistic approach that integrates pedagogical innovation with technological infrastructure and professional development. Well-designed VR-based environments can simulate real-world construction processes, allowing students to explore sustainable decision-making and resource-efficient practices within a safe, authentic, and data-rich setting (Holuša et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\n\u003ch3\u003eResearch Questions\u003c/h3\u003e\n\u003cp\u003eThis systematic literature review is guided by the following questions:\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eHow do virtual reality and simulation technologies enhance the understanding and application of sustainable design principles among learners in the architecture, engineering, and construction (AEC) disciplines?\u003c/b\u003e \u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eWhat are the primary benefits, limitations, and pedagogical challenges associated with integrating VR and simulation into sustainable construction training, particularly regarding learning effectiveness and resource allocation?\u003c/b\u003e \u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e "},{"header":"Methodology","content":"\u003ch2\u003eReview Design\u003c/h2\u003e\u003cp\u003eThis systematic literature review followed the \u003cem\u003ePreferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020)\u003c/em\u003e framework to ensure methodological transparency, rigor, and reproducibility (Mashwama \u0026amp; Madubela, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). The process involved a structured search, multi-stage screening, quality appraisal, and narrative synthesis of the evidence. The review was designed to capture empirical and conceptual studies examining how virtual and simulated environments are integrated into sustainable design and construction education. The methodology aligns with best practices in educational technology research, emphasizing clarity, replicability, and theoretical coherence. The initial query yielded 370 articles. After removing 180 duplicates, 190 articles underwent relevance screening based on titles and abstracts, resulting in the exclusion of 129 articles unrelated to the study’s focus. This process narrowed to 61 articles, which were subjected to abstract screening against specific inclusion criteria tied to the research objectives. A further 7 were excluded for insufficient alignment, leaving 54 articles for full-text retrieval. Ultimately, 54 peer-reviewed articles were accessible and deemed eligible for detailed analysis as per Fig.\u0026nbsp;1 (Annexure A).\u003c/p\u003e\n\u003ch3\u003eReview Protocol\u003c/h3\u003e\n\u003cp\u003eA detailed review protocol guided the search and selection process. The protocol defined the scope, inclusion criteria, data extraction strategy, and quality assessment procedures. Its primary objective was to identify studies that explore the pedagogical integration of virtual reality (VR), augmented reality (AR), or simulation-based learning within sustainability-focused construction and design education. The review also considered related digital technologies (e.g., Building Information Modelling, Internet of Things, Artificial Intelligence) when explicitly linked to immersive learning interventions.\u003c/p\u003e\n\u003ch3\u003eSearch Strategy\u003c/h3\u003e\n\u003cp\u003eA comprehensive search was conducted across major scholarly databases, including \u003cem\u003eScopus\u003c/em\u003e, \u003cem\u003eWeb of Science\u003c/em\u003e, and \u003cem\u003eGoogle Scholar\u003c/em\u003e. Search strings combined keywords and Boolean operators to maximize retrieval of relevant studies. Search terms included: (\u0026ldquo;virtual reality\u0026rdquo; OR \u0026ldquo;augmented reality\u0026rdquo; OR \u0026ldquo;mixed reality\u0026rdquo; OR \u0026ldquo;extended reality\u0026rdquo; OR \u0026ldquo;simulation\u0026rdquo;) AND (\u0026ldquo;sustainable design\u0026rdquo; OR \u0026ldquo;sustainable construction\u0026rdquo; OR \u0026ldquo;green building\u0026rdquo;) AND (\u0026ldquo;education\u0026rdquo; OR \u0026ldquo;training\u0026rdquo; OR \u0026ldquo;learning\u0026rdquo; OR \u0026ldquo;competency development\u0026rdquo;). The search targeted peer-reviewed articles published between \u003cb\u003e2015 and 2025\u003c/b\u003e to reflect the most recent technological and pedagogical advancements. Reference lists of key papers were also screened to identify additional sources.\u003c/p\u003e \u003cp\u003e \u003cb\u003e3.4 Inclusion and Exclusion Criteria\u003c/b\u003e \u003c/p\u003e \u003cp\u003eStudies were included if they:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eReported the use of VR, AR, or simulation technologies in sustainable design, construction, or related educational contexts;\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eFocused on teaching, learning, or competency development outcomes; and\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWere published in English and peer-reviewed within the last decade.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eStudies were excluded if they lacked an educational focus, did not involve immersive or simulation-based methods, or were purely conceptual without empirical or pedagogical grounding. This filtering ensured that the final corpus directly addressed how immersive technologies support sustainability competencies in construction and design education.\u003c/p\u003e\n\u003ch3\u003eData Synthesis\u003c/h3\u003e\n\u003cp\u003eGiven the heterogeneity of methodologies and outcomes, a \u003cb\u003enarrative synthesis\u003c/b\u003e approach was adopted. Thematic analysis was employed to identify patterns, contradictions, and emergent trends in the pedagogical use of VR and simulation for sustainable design and construction training. The synthesis focused on how immersive technologies support learning effectiveness, knowledge transfer, and sustainability competence development.\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eReview of selected articles\u003c/h2\u003e \u003cp\u003e(Annexure A) Fig.\u0026nbsp;1: The PRISMA diagram\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eBibliometric Overview\u003c/h3\u003e\n\u003cp\u003eA bibliometric mapping complemented the qualitative synthesis to visualize the field\u0026rsquo;s intellectual structure. Publication trends, prolific authors, institutional affiliations, and geographic distributions were analyzed to highlight research growth and knowledge networks related to \u0026ldquo;Virtual Reality and Simulation Integration for Sustainable Design and Construction Training.\u0026rdquo; Fig.\u0026nbsp;2 (Annexure B) presents publication trends by year, illustrating the evolving research interest in this interdisciplinary domain.\u003c/p\u003e \u003cp\u003e(Annexure B) Fig.\u0026nbsp;2: Documents by year\u003c/p\u003e\n\u003ch3\u003eEarly Development (1995–2016)\u003c/h3\u003e\n\u003cp\u003eFrom 1995 to around 2016, annual publication numbers remained low, typically below 10 documents per year. Small fluctuations suggest incremental advances in technology and research attention, with gradual growth likely driven by foundational technological and educational developments. Starting around 2017, an upward trend emerged, with counts increasing from 10 to nearly 20 yearly documents, reflecting increased focus on VR and simulation technologies in the construction and design education sectors. A dramatic spike occurred from 2022 to 2024, with yearly document counts soaring to approximately 70, marking a breakthrough in global interest and scholarly activity. The surge may be attributed to post-pandemic digital transformation in education and training, wider access to immersive technologies, increased funding, and a recognition of sustainability and virtual methods in construction education.\u003c/p\u003e \u003cp\u003eAnalyses per subject area\u003c/p\u003e \u003cp\u003eFigure 3 (Annexure C) displays the distribution of documents by subject area in Scopus, providing essential insights for the topic \"Virtual Reality and Simulation Integration for Sustainable Design and Construction Training: A Systematic Literature Review.\"\u003c/p\u003e \u003cp\u003e(Annexure C) Fig.\u0026nbsp;3: Documents by subject area\u003c/p\u003e \u003cp\u003e \u003cb\u003eComputer Science (23.7%)\u003c/b\u003e and \u003cb\u003eEngineering (22.4%)\u003c/b\u003e account for the majority of research, indicating that scholarship on VR and simulation integration for sustainable design and construction training is primarily situated within these fields. This dominance highlights the technological and applied nature of virtual reality and simulation research, with engineering providing the contextual application and computer science delivering the digital frameworks and methodologies. \u003cb\u003eSocial Sciences (9.1%)\u003c/b\u003e and \u003cb\u003eMedicine (9.0%)\u003c/b\u003e show notable contributions, suggesting research that intersects with learning approaches, human factors, and possibly simulation for healthcare construction training or ergonomics in sustainability. \u003cb\u003eMathematics (7.7%)\u003c/b\u003e supports analytical approaches, modeling, and performance measurement in simulation-based training and sustainable design. \u003cb\u003ePhysics and Astronomy (3.4%)\u003c/b\u003e, \u003cb\u003eEarth and Planetary Sciences (3.1%)\u003c/b\u003e, \u003cb\u003eEnergy (2.7%)\u003c/b\u003e, \u003cb\u003eDecision Sciences (2.6%)\u003c/b\u003e, and \u003cb\u003eMaterials Science (2.4%)\u003c/b\u003e collectively contribute to research methodologies, sustainable material selection, energy-efficient design, and decision-support systems underlying sustainable training environments. The \u003cb\u003eOther (14.0%)\u003c/b\u003e category signifies the interdisciplinary breadth of research, encompassing educational technology, management, environmental science, and potentially policy studies relevant to the review topic.\u003c/p\u003e \u003cp\u003eAnalyses per country\u003c/p\u003e \u003cp\u003eFigure 4 (Annexure D) below illustrates document counts by country or territory in Scopus, highlighting global research contributions relevant to \"Virtual Reality and Simulation Integration for Sustainable Design and Construction Training: A Systematic Literature Review\" across nations.\u003c/p\u003e \u003cp\u003e(Annexure D) Fig.\u0026nbsp;4: Documents by country\u003c/p\u003e \u003cp\u003eThe United States leads with the highest document count, indicating a strong research output and interest in VR and simulation integration for sustainable design and construction training. China is close behind, suggesting significant focus and investment in this field, likely due to rapid technological development and a large educational sector. Germany, the United Kingdom, and Canada follow, showing notable engagement in research and systematic reviews on related topics, aligning with their advanced construction industries and progressive educational approaches. India, Italy, Australia, Malaysia, and France display lower but growing document counts, reflecting emerging interest and potential for future development in VR/simulation-integrated sustainable training and research outputs.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eImplications for Literature Reviews\u003c/h2\u003e \u003cp\u003eHigh output from the United States and China suggests systematic reviews on the topic will find richer datasets and more diverse methodologies, including advanced simulation integration and sustainable design curricula. Collaboration opportunities are likely strongest among highly ranked countries, which can be leveraged for benchmarking best practices, technological innovation, and cross-country comparative studies.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eImportance and Relevance to Sustainability, Education, and Industry\u003c/h2\u003e \u003cp\u003eTransforming education for the built environment is essential to meet the global challenges of sustainability and climate resilience. Although digitalisation is reshaping construction practice, educational programmes that effectively combine design learning with immersive technologies remain scarce (Anifowose et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Integrating VR and simulation into pedagogical practice can bridge this gap, equipping learners with the cognitive, technical, and ethical competencies required for sustainable design and construction (Mashwama \u0026amp; Madubela, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThrough experiential and scenario-based learning, students can visualise the environmental implications of design choices, analyse energy performance, and evaluate material lifecycles before implementation (Caldas et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Holuša et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Such learning experiences promote \u003cb\u003ereflective and systems-oriented thinking\u003c/b\u003e, both central to sustainable professional practice. Beyond formal education, immersive environments also extend to urban planning, infrastructure management, and smart city development. For instance, the \u003cb\u003eMetaverse\u003c/b\u003e and \u003cb\u003edigital twin\u003c/b\u003e technologies allow multi-scale visualisation and iterative testing of design interventions, providing new opportunities for sustainability analysis and decision support (Avin\u0026ccedil; \u0026amp; Yıldız, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Damaševičius \u0026amp; Sidekerskienė, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eBy situating learners within interactive, data-driven environments, VR and simulation not only enhance technical mastery but also cultivate environmental literacy, ethical awareness, and social responsibility qualities vital for achieving the \u003cb\u003eUnited Nations Sustainable Development Goals (SDG 4: Quality Education; SDG 11: Sustainable Cities and Communities)\u003c/b\u003e. This review, therefore, examines the pedagogical and industrial relevance of immersive learning in sustainable design education, identifying best practices, persistent barriers, and pathways for effective implementation. The insights derived aim to inform curriculum innovation, institutional policy, and investment strategies that support equitable and environmentally conscious construction education.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eOverview of Findings\u003c/h2\u003e \u003cp\u003eThe systematic review identified a growing body of empirical and conceptual studies exploring the application of virtual reality (VR) and simulation technologies in sustainable design and construction education. Analysis of these sources revealed four predominant themes:\u003c/p\u003e \u003cp\u003e(1) Enhancement of learning and sustainability competencies through immersive technologies;\u003c/p\u003e \u003cp\u003e(2)Pedagogical and technical integration approaches;\u003c/p\u003e \u003cp\u003e(3)Cost-effectiveness and barriers to adoption; and\u003c/p\u003e \u003cp\u003e(4) Emerging opportunities and implications for future training frameworks.\u003c/p\u003e \u003cp\u003eAcross the reviewed literature, VR and simulation were found to support experiential and constructivist learning, enabling learners to visualise, manipulate, and evaluate complex design and sustainability challenges in safe, controlled environments (Erten et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; McCloskey et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eEnhancing Sustainable Design and Construction Training\u003c/h2\u003e \u003cp\u003eVR and simulation technologies provide interactive, editable environments that replicate authentic construction contexts. These virtual settings allow learners to visualise intricate design processes, explore structural configurations, and test sustainable solutions without material waste or safety risks (Wang et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Schumann et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Empirical studies demonstrate that repeated exposure to simulated environments enhances conceptual understanding, procedural skill acquisition, and attitudinal shifts towards sustainable practices (McCloskey et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIntegrating VR with Building Information Modelling (BIM) has been particularly impactful, enabling collaborative design reviews, clash detection, and optimisation of material use (Zebediela et al., 2024). These processes promote sustainable construction decisions by allowing learners to conduct life-cycle assessments and evaluate energy performance virtually (Periyasamy \u0026amp; Periyasami, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Furthermore, immersive simulations allow learners to experience environmental and operational challenges, such as energy efficiency trade-offs or thermal behaviour, reinforcing critical systems thinking (Dawood et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eVR-based safety training also emerged as a key area of impact. By simulating hazardous scenarios, learners develop situational awareness and procedural competence without physical risk (Afzal et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Xu \u0026amp; Zheng, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Such applications are especially valuable in developing contexts where construction work constitutes a large share of economic activity and occupational risk remains high (Erten et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eAdvantages, Challenges, and Barriers to Integration\u003c/h2\u003e \u003cp\u003eAlthough immersive learning environments offer substantial pedagogical and operational benefits, several challenges constrain their widespread adoption. Such as high initial costs, limited technical expertise, and the difficulty of aligning immersive experiences with established curricula (Afzal et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Institutions frequently face financial and logistical barriers in maintaining VR laboratories and developing bespoke digital content (Guo et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Nevertheless, emerging evidence suggests that efficiency gains such as reduced coordination time, fewer design conflicts, and improved safety outcomes can offset initial investments (Dawood et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Decreasing hardware costs and the proliferation of mobile VR systems are further mitigating economic constraints, expanding access to smaller educational institutions (Goud et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eGamified and modular learning systems show promise for scalability and engagement, particularly when coupled with adaptive feedback mechanisms (Anifowose et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). However, issues such as motion sickness, hardware dependency, and limited pedagogical guidance continue to hinder implementation (Shi et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Analyti et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Educator professional development and inclusive design approaches are therefore critical to ensuring pedagogical effectiveness and equity of access (Mashwama \u0026amp; Madubela, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eChallenges and Emerging Opportunities\u003c/h2\u003e \u003cp\u003ePersistent challenges include interoperability among platforms, high development costs for complex simulations, and a lack of standardised assessment frameworks for learning outcomes (Guo et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Yet, technological advances are progressively reducing these barriers. Enhanced computational power and digital twin technologies are enabling more realistic and data-driven simulation environments (Fry et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe convergence of extended reality (XR), artificial intelligence (AI), and generative design presents new opportunities for personalised and adaptive learning pathways (Lin et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). These tools allow for the automatic generation of context-specific training scenarios, enabling learners to focus on sustainability competencies relevant to their professional needs (Spyrou et al., \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). As hardware costs decline, these systems are likely to play a central role in democratising access to high-quality, immersive sustainability education.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eImplications for Sustainable Design and Construction Education\u003c/h2\u003e \u003cp\u003eIntegrating immersive technologies into built environment curricula has the potential to bridge the gap between theoretical knowledge and practical application. VR and simulation-based approaches promote learner engagement, conceptual depth, and sustainability literacy by embedding complex environmental data into interactive experiences (Liu et al., 2023; Su et al., 2025). These tools also support the cultivation of 21st-century competencies critical thinking, collaboration, and digital literacy central to the United Nations Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 11 (Sustainable Cities and Communities) (Akhtar et al., 2024). Moreover, immersive learning aligns with student-centred pedagogies, allowing for self-paced exploration, feedback-driven iteration, and interdisciplinary collaboration (Mashwama \u0026amp; Madubela, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eEmerging evidence indicates that immersive environments foster reflective decision-making, enabling learners to simulate design trade-offs, evaluate environmental impacts, and develop holistic approaches to sustainable project delivery (Gonz\u0026aacute;lez et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). The integration of real-time data and predictive analytics within digital twin systems further strengthens learners\u0026rsquo; capacity for data-informed design and sustainable innovation.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eComparison with Existing Literature and Identified Gaps\u003c/h2\u003e \u003cp\u003eCompared with traditional lecture-based or workshop models, VR-based training consistently demonstrates higher learner engagement, improved retention, and enhanced transfer of learning to real-world contexts (Li et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Movahedi et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). However, current research remains fragmented, often focusing on short-term interventions or isolated aspects of training (Afzal et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Qawqzeh et al., \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Few studies have conducted longitudinal assessments to determine how VR-acquired competencies translate into professional practice or long-term career development (Mashwama \u0026amp; Madubela, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Furthermore, safety simulations often target discrete hazards rather than comprehensive site-wide risk systems, limiting their pedagogical depth (Afzal et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eEmerging research suggests that integrating generative AI and human digital twins could enable more adaptive and socially enriched learning environments, offering learners real-time mentorship and feedback (Sayffaerth, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). These developments highlight an important future direction for sustainable construction education one where immersive and intelligent systems converge to create deeply personalised, context-aware, and scalable learning experiences (Riches \u0026amp; Kaleva, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Crogman et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis discussion critically evaluates the pedagogical, technological, and practical implications of integrating immersive technologies into sustainable construction education. The synthesis demonstrates that \u003cb\u003evirtual reality (VR)\u003c/b\u003e and \u003cb\u003esimulation-based learning\u003c/b\u003e foster deeper conceptual understanding, procedural skill development, and sustainable thinking by bridging theoretical instruction and experiential application. Drawing on evidence from related domains such as medicine and engineering (Huang et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Fugate et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2025\u003c/span\u003e), the transferability of immersive learning approaches to construction education underscores their transformative potential.\u003c/p\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003ePedagogical Effectiveness and Skill Development\u003c/h2\u003e \u003cp\u003eThe reviewed studies consistently highlight the capacity of VR and simulation to enhance \u003cb\u003eexperiential learning\u003c/b\u003e, aligning with \u003cem\u003econstructivist\u003c/em\u003e and \u003cem\u003esituated learning\u003c/em\u003e theories. Immersive environments enable learners to explore complex building systems, visualize material lifecycles, and experiment with sustainable solutions in risk-free, interactive settings (O\u0026rsquo;Grady et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Din et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). This promotes deeper engagement and retention through authentic, hands-on practice.\u003c/p\u003e \u003cp\u003eBy enabling design validation, risk assessment, and lifecycle analysis in virtual environments, learners can iteratively refine sustainable solutions before real-world implementation (Heydarian et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Fugate et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). This supports \u003cem\u003eexperiential learning cycles\u003c/em\u003e where reflection and experimentation are integrated into the design process. Moreover, immersive technologies minimize the environmental footprint of training by reducing the need for physical materials and travel (Schumann et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), reinforcing sustainability principles at both conceptual and operational levels.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003eTechnological Integration and Pedagogical Synergy\u003c/h2\u003e \u003cp\u003eThe integration of \u003cb\u003eaugmented reality (AR)\u003c/b\u003e, \u003cb\u003eAI-driven feedback\u003c/b\u003e, and \u003cb\u003eextended reality (XR)\u003c/b\u003e is emerging as a new paradigm for sustainable education. Mobile AR and virtual laboratories provide accessible, hands-on learning experiences that correct misconceptions and support cognitive scaffolding (Zhang \u0026amp; Huang, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Mashwama \u0026amp; Madubela, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). When combined with artificial intelligence, these systems enable adaptive learning and personalized feedback, reflecting the shift toward \u003cem\u003elearner-centred\u003c/em\u003e and \u003cem\u003edata-informed pedagogy\u003c/em\u003e (Alam \u0026amp; Windiarti, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Byers et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThis technological convergence facilitates complex, multi-disciplinary training scenarios crucial in sustainable construction where systems thinking and cross-domain collaboration are required (Komatina et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Beyond content delivery, VR and AR promote critical problem-solving, creativity, and decision-making core competencies for sustainability-oriented education (Mena-Guacas et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e \u003ch2\u003eBalancing Benefits and Constraints\u003c/h2\u003e \u003cp\u003eWhile immersive learning environments demonstrably enhance engagement and knowledge retention (Bermejo et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Guan et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), practical and institutional barriers persist. High implementation costs, rapid technological obsolescence, and limited instructional design expertise constrain widespread adoption. Additionally, prolonged exposure to VR can cause discomfort or fatigue, requiring ergonomic and pedagogical mitigation strategies (Huang et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Accessibility and inclusivity remain central concerns, particularly for learners with disabilities or limited digital access. Ensuring equitable participation necessitates thoughtful interface design and policy support. Effective integration depends not only on technological readiness but also on educators\u0026rsquo; capacity to align immersive tools with curricular objectives and assessment frameworks.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003eLimitations\u003c/h2\u003e \u003cp\u003eDespite growing empirical evidence, several gaps remain. Many studies employ small sample sizes or short-term interventions, limiting generalizability and understanding of long-term impacts. Furthermore, there is limited research on the comparative efficacy of VR against blended or traditional methods in sustainable construction contexts. Variability in hardware, software, and design quality further complicates replicability across institutions.\u003c/p\u003e \u003cp\u003eAdditionally, most research focuses on learner outcomes, with fewer studies addressing \u003cem\u003eteacher readiness\u003c/em\u003e, \u003cem\u003einstitutional infrastructure\u003c/em\u003e, or \u003cem\u003epolicy frameworks\u003c/em\u003e required for sustainable implementation. Ethical and accessibility considerations also warrant further scrutiny, especially regarding data privacy, user well-being, and equitable access.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis systematic review highlights the potential of VR and simulation in advancing sustainable construction education. Immersive environments enhance experiential learning, promote sustainability literacy, and enable cost-effective, safe, and engaging training experiences. By merging theoretical and practical learning, these technologies prepare future professionals to navigate the complex challenges of sustainable design and construction.\u003c/p\u003e \u003cp\u003eHowever, widespread adoption is hindered by high initial costs, limited technical capacity, and challenges in pedagogical integration. Addressing these barriers requires coordinated efforts among educators, policymakers, and industry partners to develop scalable, cost-effective, and pedagogically grounded immersive learning ecosystems.\u003c/p\u003e \u003cp\u003eFuture educational frameworks must balance innovation with inclusivity, ensuring that immersive learning enhances not replaces pedagogical quality and equity. When strategically implemented, these technologies can contribute substantially to achieving the \u003cb\u003eUN Sustainable Development Goals (SDGs)\u003c/b\u003e, particularly those related to quality education, sustainable cities, and responsible production.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eRecommendations\u003c/strong\u003e\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003e\u003cstrong\u003eTeacher Training and Pedagogical Integration:\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;Establish comprehensive professional development programs that empower educators to design and facilitate VR-based learning. These should address not only technical operation but also instructional design, assessment, and integration with sustainability curricula.\u003c/li\u003e\n\u003c/ol\u003e\n\u003col start=\"2\" type=\"1\"\u003e\n \u003cli\u003e\u003cstrong\u003eCross-sector Collaboration:\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;Develop partnerships among universities, industry stakeholders, and technology developers to co-create contextually relevant, evidence-based VR content aligned with sustainable construction standards and market needs.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eStandardization and Policy Support:\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;Encourage policy frameworks that promote open standards, shared digital resources, and funding models to reduce duplication and enhance interoperability across educational institutions.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eInclusive and Ethical Design:\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;Prioritize accessibility in hardware and content design to ensure all learners including those with disabilities or limited resources can participate fully in immersive learning experiences.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eConflict of interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author declares no conflict of interest\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo funding was received for the research\u003c/p\u003e\u003cp\u003e\u0026nbsp;1. DATA AVAILABILITY NOT PROVIDED:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eI have attached the references used for the data collection and the papers have been reviewed for the full paper.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData used for the study\u003c/strong\u003e\u003c/p\u003e\u003cp\u003e2. DATA AVAILABILITY\u003c/p\u003e\n\n\u003cp\u003eFurthermore, data sharing is not applicable to this research as no data were generated or analysed, except for the references attached above because the papers were generated from Scopus, google scholar.\u003c/p\u003e\n\n\u003cp\u003e3. ETHICAL APPROVAL\u003c/p\u003e\n\n\u003cp\u003eThe study doesn\u0026apos;t involve any human participants directly. This article does not contain any studies with human participants performed by any of the authors\u003c/p\u003e\n\n\u003cp\u003e4. INFORMED CONSENT:\u003c/p\u003e\n\n\u003cp\u003eThis article does not contain any studies with human participants performed by any of the authors, no interviews were conducted.\u003c/p\u003e\n\n\n"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAfzal, M., Shafiq, M. T., \u0026amp; Jassmi, H. A. (2021). Improving construction safety with virtual-design construction technologies \u0026ndash; a review [Review of \u003cem\u003eImproving construction safety with virtual-design construction technologies \u0026ndash; a review\u003c/em\u003e]. \u003cem\u003eJournal of Information Technology in Construction\u003c/em\u003e, \u003cem\u003e26\u003c/em\u003e, 319. https://doi.org/10.36680/j.itcon.2021.018 \u003c/li\u003e\n\u003cli\u003eAkhtar, Z. B., \u0026amp; Rawol, A. T. (2024). Artificial Intelligence (AI) and Extended Reality (XR): A Biomedical Engineering Perspective Investigation Analysis. \u003cem\u003eIndonesian Journal of Electronics Electromedical Engineering and Medical Informatics\u003c/em\u003e, \u003cem\u003e6\u003c/em\u003e(3), 132. https://doi.org/10.35882/ijeeemi.v6.i3.4 \u003c/li\u003e\n\u003cli\u003eAlam, T. H. I., \u0026amp; Windiarti, I. S. (2025). The Future of Artificial Intelligence in Interactive Learning: Trends, Challenges, Opportunities. \u003cem\u003eEngineering Proceedings\u003c/em\u003e, \u003cem\u003e84\u003c/em\u003e(1), 87. https://doi.org/10.3390/engproc2025084087 \u003c/li\u003e\n\u003cli\u003eAnalyti, E., Charitou, R., Pesmatzoglou, E., Stavrogiannopoulou, M., Schoina, I., Travlou, C., \u0026amp; Mitroyanni, E. (2024). Virtual Reality in Education: Transforming Learning through Immersive Technology. \u003cem\u003eTechnium Education and Humanities\u003c/em\u003e, \u003cem\u003e10\u003c/em\u003e, 1-11. https://doi.org/10.47577/teh.v10i.11766 \u003c/li\u003e\n\u003cli\u003eAnifowose, H., Alhazzaa, K., \u0026amp; Dixit, M. (2023). ENERGYSIM: techniques for advancing building energy education through immersive virtual reality (VR) simulation. \u003cem\u003eJournal of Information Technology in Construction\u003c/em\u003e, \u003cem\u003e28\u003c/em\u003e, 539. https://doi.org/10.36680/j.itcon.2023.028 \u003c/li\u003e\n\u003cli\u003eAvin\u0026ccedil;, G. M., \u0026amp; Yıldız, A. (2024). A bibliometric and systematic review of scientific publications on metaverse research in architecture: web of science (WoS). \u003cem\u003eInternational Journal of Technology and Design Education\u003c/em\u003e. https://doi.org/10.1007/s10798-024-09918-1 \u003c/li\u003e\n\u003cli\u003eBermejo, B. G., Juiz, C., Cortes, D., Oskam, J., Moilanen, T., Loijas, J., Govender, P., Hussey, J., Schmidt, A. L., Burbach, R., King, D. B., O\u0026rsquo;Connor, C., \u0026amp; Dunlea, D. (2023). AR/VR Teaching-Learning Experiences in Higher Education Institutions (HEI): A Systematic Literature Review. \u003cem\u003eInformatics\u003c/em\u003e, \u003cem\u003e10\u003c/em\u003e(2), 45. https://doi.org/10.3390/informatics10020045 \u003c/li\u003e\n\u003cli\u003eByers, B. S., Triantafyllidis, E., Menny, T., Schulte, M., \u0026amp; De Wolf, C. (2025). \u003cem\u003eAssessing the User Experience of Extended Reality Devices for (Dis)Assembly: A Classroom Study\u003c/em\u003e. https://doi.org/10.48550/ARXIV.2505.07154 \u003c/li\u003e\n\u003cli\u003eCabrera-Duffaut, A., Pinto-Llorente, A. M., \u0026amp; Iglesias-Rodr\u0026iacute;guez, A. (2024, July). Immersive learning platforms: analyzing virtual reality contribution to competence development in higher education\u0026mdash;a systematic literature review. In \u003cem\u003eFrontiers in Education\u003c/em\u003e (Vol. 9, p. 1391560). Frontiers Media SA.https://doi.org/10.3389/feduc.2024.1391560 \u003c/li\u003e\n\u003cli\u003eCaldas, L. R., Silva, M. V., Silva, V. P., Carvalho, M. T. M., \u0026amp; Filho, R. D. T. (2022). How Different Tools Contribute to Climate Change Mitigation in a Circular Building Environment? A Systematic Literature Review. \u003cem\u003eSustainability\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(7), 3759. https://doi.org/10.3390/su14073759 \u003c/li\u003e\n\u003c/ol\u003e\n\n\u003col start=\"11\"\u003e\n\u003cli\u003eCrogman, H. T., Cano, V. D., Pacheco, E., Sonawane, R., \u0026amp; Boroon, R. (2025). Virtual Reality, Augmented Reality, and Mixed Reality in Experiential Learning: Transforming Educational Paradigms. \u003cem\u003eEducation Sciences\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(3), 303. https://doi.org/10.3390/educsci15030303 \u003c/li\u003e\n\u003cli\u003eDama\u0026scaron;evičius, R., \u0026amp; Sidekerskienė, T. (2024). Virtual Worlds for Learning in Metaverse: A Narrative Review [Review of \u003cem\u003eVirtual Worlds for Learning in Metaverse: A Narrative Review\u003c/em\u003e]. \u003cem\u003eSustainability\u003c/em\u003e, \u003cem\u003e16\u003c/em\u003e(5), 2032. Multidisciplinary Digital Publishing Institute. https://doi.org/10.3390/su16052032 \u003c/li\u003e\n\u003cli\u003eDawood, N., Pour, F., \u0026amp; Pedro, A. (2023). SPECIAL ISSUE EDITORIAL: The future of construction in the context of digital transformation (CONVR 2022). \u003cem\u003eJournal of Information Technology in Construction\u003c/em\u003e, \u003cem\u003e28\u003c/em\u003e, 515-518. https://doi.org/10.36680/j.itcon.2023.026 \u003c/li\u003e\n\u003cli\u003eDin, Z. U., Mohammadi, P., \u0026amp; Sherman, R. (2024). A systematic review and analysis of the viability of virtual reality (VR) in construction work and education [Review of \u003cem\u003eA systematic review and analysis of the viability of virtual reality (VR) in construction work and education\u003c/em\u003e]. \u003cem\u003eResearch Square (Research Square)\u003c/em\u003e. Research Square (United States). https://doi.org/10.21203/rs.3.rs-4791225/v1 \u003c/li\u003e\n\u003cli\u003eErten, B., Oral, B., \u0026amp; Yakut, M. Z. (2022). The role of virtual and augmented reality in occupational health and safety training of employees in PV power systems and evaluation with a sustainability perspective. \u003cem\u003eJournal of Cleaner Production\u003c/em\u003e, \u003cem\u003e379\u003c/em\u003e, 134499. https://doi.org/10.1016/j.jclepro.2022.134499 \u003c/li\u003e\n\u003cli\u003eFaresta, R. A., Nicholas, T. Z. S. B., Chi, Y., Sinambela, I. A. N., \u0026amp; Mopoliu, A. Z. (2024). Exploring the Potential of Virtual Reality (VR) in Developing Students\u0026rsquo; Thinking Skills: A Narrative Review of the Last Five Years [Review of \u003cem\u003eExploring the Potential of Virtual Reality (VR) in Developing Students\u0026rsquo; Thinking Skills: A Narrative Review of the Last Five Years\u003c/em\u003e]. \u003cem\u003eInternational Journal of Essential Competencies in Education\u003c/em\u003e, \u003cem\u003e3\u003c/em\u003e(2), 217. https://doi.org/10.36312/ijece.v3i2.2407 \u003c/li\u003e\n\u003cli\u003eFry, A. C., Fidan, I., \u0026amp; Wooldridge, E. (2025). Advancing Foundry Training Through Virtual Reality: A Low-Cost, Immersive Learning Environment. \u003cem\u003eInventions\u003c/em\u003e, \u003cem\u003e10\u003c/em\u003e(3), 38. https://doi.org/10.3390/inventions10030038 \u003c/li\u003e\n\u003cli\u003eFugate, J. M. B., Tonsager, M. J., \u0026amp; Macrine, S. L. (2025). Immersive Extended Reality (I-XR) in Medical and Nursing for Skill Competency and Knowledge Acquisition: A Systematic Review and Implications for Pedagogical Practices [Review of \u003cem\u003eImmersive Extended Reality (I-XR) in Medical and Nursing for Skill Competency and Knowledge Acquisition: A Systematic Review and Implications for Pedagogical Practices\u003c/em\u003e]. \u003cem\u003eBehavioral Sciences\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(4), 468. Multidisciplinary Digital Publishing Institute. https://doi.org/10.3390/bs15040468 \u003c/li\u003e\n\u003cli\u003eGonz\u0026aacute;lez, E. M. D., Belaroussi, R., Soto-Mart\u0026iacute;n, O., Acosta, M., \u0026amp; Mart\u0026iacute;n‐Guti\u0026eacute;rrez, J. (2025). Effect of Interactive Virtual Reality on the Teaching of Conceptual Design in Engineering and Architecture Fields. \u003cem\u003eApplied Sciences\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(8), 4205. https://doi.org/10.3390/app15084205 \u003c/li\u003e\n\u003cli\u003eGoud, K. A., Sharma, S., Meheta, A., Kanday, R., Tyagi, L. K., Chandrashekar, R., \u0026amp; Alkhafaji, M. A. (2023). Virtual Vistas: Exploring the Evolution of E-Design and Virtual Design for Sustainable Assessment. \u003cem\u003eE3S Web of Conferences\u003c/em\u003e, \u003cem\u003e453\u003c/em\u003e, 1032. https://doi.org/10.1051/e3sconf/202345301032 \u003c/li\u003e\n\u003cli\u003eGuan, J., Ying, S.-F., Zhang, M., \u0026amp; Hwang, G. (2024). From experience to empathy: An empathetic VR-based learning approach to improving EFL learners\u0026rsquo; empathy and writing performance. \u003cem\u003eComputers \u0026amp; Education\u003c/em\u003e, \u003cem\u003e220\u003c/em\u003e, 105120. https://doi.org/10.1016/j.compedu.2024.105120 \u003c/li\u003e\n\u003cli\u003eGuo, X., Guo, Y., \u0026amp; Liu, Y. (2021). The Development of Extended Reality in Education: Inspiration from the Research Literature. \u003cem\u003eSustainability\u003c/em\u003e, \u003cem\u003e13\u003c/em\u003e(24), 13776. https://doi.org/10.3390/su132413776 \u003c/li\u003e\n\u003cli\u003eHeydarian, A., Carneiro, J. F., Gerber, D., Becerik-Gerber, B., Hayes, T., \u0026amp; Wood, W. (2015). Immersive virtual environments versus physical built environments: A benchmarking study for building design and user-built environment explorations. \u003cem\u003eAutomation in Construction\u003c/em\u003e, \u003cem\u003e54\u003c/em\u003e, 116-126. https://doi.org/10.1016/j.autcon.2015.03.020 \u003c/li\u003e\n\u003cli\u003eHolu\u0026scaron;a, V., Vaněk, M., Bene\u0026scaron;, F., \u0026Scaron;vub, J., \u0026amp; Sta\u0026scaron;a, P. (2023). Virtual Reality as a Tool for Sustainable Training and Education of Employees in Industrial Enterprises. \u003cem\u003eSustainability\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(17), 12886. https://doi.org/10.3390/su151712886 \u003c/li\u003e\n\u003cli\u003eHuang, C.-Y., Lou, S., Cheng, Y.-M., \u0026amp; Chung, C.-C. (2020). Research on Teaching a Welding Implementation Course Assisted by Sustainable Virtual Reality Technology. \u003cem\u003eSustainability\u003c/em\u003e, \u003cem\u003e12\u003c/em\u003e(23), 10044. https://doi.org/10.3390/su122310044 \u003c/li\u003e\n\u003cli\u003eKandi, V. R., Brittle, P., Castronovo, F., \u0026amp; Gaedicke, C. (2020). Application of a Virtual Reality Educational Game to Improve Design Review Skills. \u003cem\u003eConstruction Research Congress 2020\u003c/em\u003e, 545-554. https://doi.org/10.1061/9780784482889.057 \u003c/li\u003e\n\u003cli\u003eKandi, V. R., Castronovo, F., Brittle, P., Ventura, S. M., \u0026amp; Nikolić, D. (2020). Assessing the Impact of a Construction Virtual Reality Game on Design Review Skills of Construction Students. \u003cem\u003eJournal of Architectural Engineering\u003c/em\u003e, \u003cem\u003e26\u003c/em\u003e(4). https://doi.org/10.1061/(asce)ae.1943-5568.0000434 \u003c/li\u003e\n\u003cli\u003eKomatina, D., Miletić, M., \u0026amp; Ružičić, M. M. (2024). Embracing Artificial Intelligence (AI) in Architectural Education: A Step towards Sustainable Practice? \u003cem\u003eBuildings\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(8), 2578. https://doi.org/10.3390/buildings14082578 \u003c/li\u003e\n\u003cli\u003eLi, V., Siniosoglou, I., Sarigiannidis, P., \u0026amp; Argyriou, V. (2025). \u003cem\u003eEnhancing Manufacturing Training Through VR Simulations\u003c/em\u003e. 1. https://doi.org/10.1109/ice/itmc65658.2025.11106519 \u003c/li\u003e\n\u003cli\u003eLin, Y.-Z., Petal, K., Alhamadah, A. H., Ghimire, S., Redondo, M. W., Corona, D. R. V., Pacheco, J., Salehi, S., \u0026amp; Satam, P. (2025). \u003cem\u003ePersonalized Education with Generative AI and Digital Twins: VR, RAG, and Zero-Shot Sentiment Analysis for Industry 4.0 Workforce Development\u003c/em\u003e. https://doi.org/10.48550/ARXIV.2502.14080 \u003c/li\u003e\n\u003cli\u003eLiu, Y., Zhan, Q., \u0026amp; Zhao, W. (2024). A systematic review of VR/AR applications in vocational education: models, affects, and performances. \u003cem\u003eInteractive Learning Environments\u003c/em\u003e, \u003cem\u003e32\u003c/em\u003e(10), 6375-6392.Taylor \u0026amp; Francis. https://doi.org/10.1080/10494820.2023.2263043 \u003c/li\u003e\n\u003cli\u003eMashwama, N. X., \u0026amp; Madubela, B. (2025). Innovations in pedagogy and technology for engineering education: A systematic review. \u003cem\u003eInterdisciplinary Journal of Education Research\u003c/em\u003e, \u003cem\u003e7\u003c/em\u003e(s1), a10-a10.https://doi.org/10.38140/ijer-2025.vol7.s1.10\u003c/li\u003e\n\u003cli\u003eMcCloskey, D. W., McAllister, E., Gilbert, R., O\u0026rsquo;Higgins, C., Lydon, D., Lydon, M., \u0026amp; McPolin, D. (2023). Embedding Civil Engineering Understanding through the Use of Interactive Virtual Reality. \u003cem\u003eEducation Sciences\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(1), 6. https://doi.org/10.3390/educsci14010006 \u003c/li\u003e\n\u003cli\u003eMena-Guacas, A. F., L\u0026oacute;pez-Cat\u0026aacute;lan, L., Bravo, C. B., \u0026amp; Rega\u0026ntilde;a, C. B. (2025). Educational Transformation Through Emerging Technologies: Critical Review of Scientific Impact on Learning. \u003cem\u003eEducation Sciences\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(3), 368. https://doi.org/10.3390/educsci15030368 \u003c/li\u003e\n\u003cli\u003eMondal, H., \u0026amp; Mondal, S. (2025). Adopting augmented reality and virtual reality in medical education in resource-limited settings: constraints and the way forward. \u003cem\u003eAdvances in Physiology Education\u003c/em\u003e, \u003cem\u003e49\u003c/em\u003e(2), 503-507. https://doi.org/10.1152/advan.00027.2025 \u003c/li\u003e\n\u003cli\u003eMovahedi, M., Bravo, C., \u0026amp; Choi, J. (2025). Generative Artificial Intelligence and Virtual Reality: Emerging Future of the Building Component Inspection Training. In \u003cem\u003eCIB Conferences\u003c/em\u003e (Vol. 1, No. 1, p. 370). https://doi.org/10.7771/3067-4883.1429 \u003c/li\u003e\n\u003cli\u003eMuzata, A. R., Singh, G., Stepanov, M. S., \u0026amp; Musonda, I. (2024). Immersive Learning: A Systematic Literature Review on Transforming Engineering Education Through Virtual Reality. \u003cem\u003eVirtual Worlds\u003c/em\u003e, \u003cem\u003e3\u003c/em\u003e(4), 480. https://doi.org/10.3390/virtualworlds3040026 \u003c/li\u003e\n\u003cli\u003eO\u0026rsquo;Grady, T., Brajkovich, N., Minunno, R., Chong, H., \u0026amp; Morrison, G. M. (2021). Circular Economy and Virtual Reality in Advanced BIM-Based Prefabricated Construction. \u003cem\u003eEnergies\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(13), 4065. https://doi.org/10.3390/en14134065 \u003c/li\u003e\n\u003cli\u003ePedro, A., Le, Q. T., \u0026amp; Park, C. (2015). Framework for Integrating Safety into Construction Methods Education through Interactive Virtual Reality. \u003cem\u003eJournal of Professional Issues in Engineering Education and Practice\u003c/em\u003e, \u003cem\u003e142\u003c/em\u003e(2). https://doi.org/10.1061/(asce)ei.1943-5541.0000261 \u003c/li\u003e\n\u003cli\u003ePeriyasamy, A. P., \u0026amp; Periyasami, S. (2023). Rise of digital fashion and metaverse: influence on sustainability. \u003cem\u003eDigital Economy and Sustainable Development\u003c/em\u003e, \u003cem\u003e1\u003c/em\u003e(1) 16. https://doi.org/10.1007/s44265-023-00016-z \u003c/li\u003e\n\u003cli\u003eQawqzeh, Y., Shraah, A. A., Rizwan, A., S\u0026aacute;nchez-Chero, M., More, L. A. V., \u0026amp; Shabaz, M. (2025). Exploring the effectiveness of virtual reality-based training for sustainable health and occupational safety in industry 4.0. \u003cem\u003eScientific Reports\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(1), 28930. https://doi.org/10.1038/s41598-025-14173-y \u003c/li\u003e\n\u003cli\u003eRiches, S., \u0026amp; Kaleva, I. (2025). Virtual Reality Training as Enhanced Experiential Learning. \u003cem\u003eJournal of Technology in Behavioral Science,1-5\u003c/em\u003e. https://doi.org/10.1007/s41347-024-00477-9 \u003c/li\u003e\n\u003cli\u003eSakr, A., \u0026amp; Abdullah, T. (2024). Virtual, augmented reality and learning analytics impact on learners, and educators: A systematic review. \u003cem\u003eEducation and Information Technologies\u003c/em\u003e, \u003cem\u003e29\u003c/em\u003e(15), 19913-19962. https://doi.org/10.1007/s10639-024-12602-5 \u003c/li\u003e\n\u003cli\u003eSayffaerth, C. (2025). Educational twin: the influence of artificial XR expert duplicates on future learning. \u003cem\u003earXiv preprint arXiv:2504.13896\u003c/em\u003e. https://doi.org/10.48550/ARXIV.2504.13896 \u003c/li\u003e\n\u003cli\u003eSchumann, M., Leye, S., \u0026amp; Popov, A. (2015). Virtual Reality Models and Digital Engineering Solutions for Technology Transfer. \u003cem\u003eApplied Computer Systems\u003c/em\u003e, \u003cem\u003e17\u003c/em\u003e(1), 27. https://doi.org/10.1515/acss-2015-0004 \u003c/li\u003e\n\u003cli\u003eShi, C., Miao, X., Liu, H., Han, Y., Wang, Y., Gao, W., Liu, G., Li, S., Lin, Y., Wei, X., \u0026amp; Xu, T. (2023). How to promote the sustainable development of virtual reality technology for training in construction filed: A tripartite evolutionary game analysis. \u003cem\u003ePLoS ONE\u003c/em\u003e, \u003cem\u003e18\u003c/em\u003e(9). https://doi.org/10.1371/journal.pone.0290957 \u003c/li\u003e\n\u003cli\u003eSpyrou, O., Ariza-Sent\u0026iacute;s, M., \u0026amp; V\u0026eacute;lez, S. (2025). Enhancing Education in Agriculture via XR-Based Digital Twins: A Novel Approach for the Next Generation. \u003cem\u003eApplied System Innovation\u003c/em\u003e, \u003cem\u003e8\u003c/em\u003e(2), 38. https://doi.org/10.3390/asi8020038 \u003c/li\u003e\n\u003cli\u003eTene, T., Marcatoma Tixi, J. A., Palacios Robalino, M. D. L., Mendoza Salazar, M. J., Vacacela Gomez, C., \u0026amp; Bellucci, S. (2024, June). Integrating immersive technologies with STEM education: a systematic review. In \u003cem\u003eFrontiers in Education\u003c/em\u003e (Vol. 9, p. 1410163). Frontiers Media SA.https://doi.org/10.3389/feduc.2024.1410163 \u003c/li\u003e\n\u003cli\u003eThangavel, S. (2025). Revolutionizing Education Through Augmented Reality (AR) and Virtual Reality (VR): Innovations, Challenges and Future Prospects. \u003cem\u003eChallenges and Future Prospects (March 03, 2025)\u003c/em\u003e.. https://doi.org/10.2139/ssrn.5195697 \u003c/li\u003e\n\u003cli\u003eWang, P., Wu, P., Chi, H.-L., \u0026amp; Li, X. (2020). Adopting lean thinking in virtual reality-based personalized operation training using value stream mapping. \u003cem\u003eAutomation in Construction\u003c/em\u003e, \u003cem\u003e119\u003c/em\u003e, 103355. https://doi.org/10.1016/j.autcon.2020.103355 \u003c/li\u003e\n\u003cli\u003eXu, Z., \u0026amp; Zheng, N. (2020). Incorporating Virtual Reality Technology in Safety Training Solution for Construction Site of Urban Cities. \u003cem\u003eSustainability\u003c/em\u003e, \u003cem\u003e13\u003c/em\u003e(1), 243. https://doi.org/10.3390/su13010243 \u003c/li\u003e\n\u003cli\u003eZebediela, O. M., Mathaba, T. N. D., \u0026amp; Nkomo, M. W. (2025, February). Challenges in Sustainable Construction Practices and Its Impact on Project Management Efficiency: A Case-Study. In \u003cem\u003eConstruction Industry Development Board Postgraduate Research Conference\u003c/em\u003e (pp. 332-341). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-99204-9_29\u003c/li\u003e\n\u003cli\u003eZhang, Y., \u0026amp; Huang, X. (2024). Integrating Extended Reality (XR) in Architectural Design Education: A Systematic Review and Case Study at Southeast University (China). \u003cem\u003eBuildings\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(12), 3954.https://doi.org/10.3390/buildings14123954 \u003c/li\u003e\n\u003c/ol\u003e\n\u003col start=\"54\"\u003e\n\u003cli\u003eAfzal, M., Shafiq, M. T., \u0026amp; Jassmi, H. A. (2021). Improving construction safety with virtual-design construction technologies \u0026ndash; a review [Review of \u003cem\u003eImproving construction safety with virtual-design construction technologies \u0026ndash; a review\u003c/em\u003e]. \u003cem\u003eJournal of Information Technology in Construction\u003c/em\u003e, \u003cem\u003e26\u003c/em\u003e, 319. https://doi.org/10.36680/j.itcon.2021.018 \u003c/li\u003e\n\u003cli\u003eAkhtar, Z. B., \u0026amp; Rawol, A. T. (2024). Artificial Intelligence (AI) and Extended Reality (XR): A Biomedical Engineering Perspective Investigation Analysis. \u003cem\u003eIndonesian Journal of Electronics Electromedical Engineering and Medical Informatics\u003c/em\u003e, \u003cem\u003e6\u003c/em\u003e(3), 132. https://doi.org/10.35882/ijeeemi.v6.i3.4 \u003c/li\u003e\n\u003cli\u003eAlam, T. H. I., \u0026amp; Windiarti, I. S. (2025). The Future of Artificial Intelligence in Interactive Learning: Trends, Challenges, Opportunities. \u003cem\u003eEngineering Proceedings\u003c/em\u003e, \u003cem\u003e84\u003c/em\u003e(1), 87. https://doi.org/10.3390/engproc2025084087 \u003c/li\u003e\n\u003cli\u003eAnalyti, E., Charitou, R., Pesmatzoglou, E., Stavrogiannopoulou, M., Schoina, I., Travlou, C., \u0026amp; Mitroyanni, E. (2024). Virtual Reality in Education: Transforming Learning through Immersive Technology. \u003cem\u003eTechnium Education and Humanities\u003c/em\u003e, \u003cem\u003e10\u003c/em\u003e, 1-11. https://doi.org/10.47577/teh.v10i.11766 \u003c/li\u003e\n\u003cli\u003eAnifowose, H., Alhazzaa, K., \u0026amp; Dixit, M. (2023). ENERGYSIM: techniques for advancing building energy education through immersive virtual reality (VR) simulation. \u003cem\u003eJournal of Information Technology in Construction\u003c/em\u003e, \u003cem\u003e28\u003c/em\u003e, 539. https://doi.org/10.36680/j.itcon.2023.028 \u003c/li\u003e\n\u003cli\u003eAvin\u0026ccedil;, G. M., \u0026amp; Yıldız, A. (2024). A bibliometric and systematic review of scientific publications on metaverse research in architecture: web of science (WoS). \u003cem\u003eInternational Journal of Technology and Design Education\u003c/em\u003e. https://doi.org/10.1007/s10798-024-09918-1 \u003c/li\u003e\n\u003cli\u003eBermejo, B. G., Juiz, C., Cortes, D., Oskam, J., Moilanen, T., Loijas, J., Govender, P., Hussey, J., Schmidt, A. L., Burbach, R., King, D. B., O\u0026rsquo;Connor, C., \u0026amp; Dunlea, D. (2023). AR/VR Teaching-Learning Experiences in Higher Education Institutions (HEI): A Systematic Literature Review. \u003cem\u003eInformatics\u003c/em\u003e, \u003cem\u003e10\u003c/em\u003e(2), 45. https://doi.org/10.3390/informatics10020045 \u003c/li\u003e\n\u003cli\u003eByers, B. S., Triantafyllidis, E., Menny, T., Schulte, M., \u0026amp; De Wolf, C. (2025). \u003cem\u003eAssessing the User Experience of Extended Reality Devices for (Dis)Assembly: A Classroom Study\u003c/em\u003e. https://doi.org/10.48550/ARXIV.2505.07154 \u003c/li\u003e\n\u003cli\u003eCabrera-Duffaut, A., Pinto-Llorente, A. M., \u0026amp; Iglesias-Rodr\u0026iacute;guez, A. (2024, July). Immersive learning platforms: analyzing virtual reality contribution to competence development in higher education\u0026mdash;a systematic literature review. In \u003cem\u003eFrontiers in Education\u003c/em\u003e (Vol. 9, p. 1391560). Frontiers Media SA.https://doi.org/10.3389/feduc.2024.1391560 \u003c/li\u003e\n\u003cli\u003eCaldas, L. R., Silva, M. V., Silva, V. P., Carvalho, M. T. M., \u0026amp; Filho, R. D. T. (2022). How Different Tools Contribute to Climate Change Mitigation in a Circular Building Environment? A Systematic Literature Review. \u003cem\u003eSustainability\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(7), 3759. https://doi.org/10.3390/su14073759 \u003c/li\u003e\n\u003cli\u003eCrogman, H. T., Cano, V. D., Pacheco, E., Sonawane, R., \u0026amp; Boroon, R. (2025). Virtual Reality, Augmented Reality, and Mixed Reality in Experiential Learning: Transforming Educational Paradigms. \u003cem\u003eEducation Sciences\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(3), 303. https://doi.org/10.3390/educsci15030303 \u003c/li\u003e\n\u003cli\u003eDama\u0026scaron;evičius, R., \u0026amp; Sidekerskienė, T. (2024). Virtual Worlds for Learning in Metaverse: A Narrative Review [Review of \u003cem\u003eVirtual Worlds for Learning in Metaverse: A Narrative Review\u003c/em\u003e]. \u003cem\u003eSustainability\u003c/em\u003e, \u003cem\u003e16\u003c/em\u003e(5), 2032. Multidisciplinary Digital Publishing Institute. https://doi.org/10.3390/su16052032 \u003c/li\u003e\n\u003cli\u003eDawood, N., Pour, F., \u0026amp; Pedro, A. (2023). SPECIAL ISSUE EDITORIAL: The future of construction in the context of digital transformation (CONVR 2022). \u003cem\u003eJournal of Information Technology in Construction\u003c/em\u003e, \u003cem\u003e28\u003c/em\u003e, 515-518. https://doi.org/10.36680/j.itcon.2023.026 \u003c/li\u003e\n\u003cli\u003eDin, Z. U., Mohammadi, P., \u0026amp; Sherman, R. (2024). A systematic review and analysis of the viability of virtual reality (VR) in construction work and education [Review of \u003cem\u003eA systematic review and analysis of the viability of virtual reality (VR) in construction work and education\u003c/em\u003e]. \u003cem\u003eResearch Square (Research Square)\u003c/em\u003e. Research Square (United States). https://doi.org/10.21203/rs.3.rs-4791225/v1 \u003c/li\u003e\n\u003cli\u003eErten, B., Oral, B., \u0026amp; Yakut, M. Z. (2022). The role of virtual and augmented reality in occupational health and safety training of employees in PV power systems and evaluation with a sustainability perspective. \u003cem\u003eJournal of Cleaner Production\u003c/em\u003e, \u003cem\u003e379\u003c/em\u003e, 134499. https://doi.org/10.1016/j.jclepro.2022.134499 \u003c/li\u003e\n\u003cli\u003eFaresta, R. A., Nicholas, T. Z. S. B., Chi, Y., Sinambela, I. A. N., \u0026amp; Mopoliu, A. Z. (2024). Exploring the Potential of Virtual Reality (VR) in Developing Students\u0026rsquo; Thinking Skills: A Narrative Review of the Last Five Years [Review of \u003cem\u003eExploring the Potential of Virtual Reality (VR) in Developing Students\u0026rsquo; Thinking Skills: A Narrative Review of the Last Five Years\u003c/em\u003e]. \u003cem\u003eInternational Journal of Essential Competencies in Education\u003c/em\u003e, \u003cem\u003e3\u003c/em\u003e(2), 217. https://doi.org/10.36312/ijece.v3i2.2407 \u003c/li\u003e\n\u003cli\u003eFry, A. C., Fidan, I., \u0026amp; Wooldridge, E. (2025). Advancing Foundry Training Through Virtual Reality: A Low-Cost, Immersive Learning Environment. \u003cem\u003eInventions\u003c/em\u003e, \u003cem\u003e10\u003c/em\u003e(3), 38. https://doi.org/10.3390/inventions10030038 \u003c/li\u003e\n\u003cli\u003eFugate, J. M. B., Tonsager, M. J., \u0026amp; Macrine, S. L. (2025). Immersive Extended Reality (I-XR) in Medical and Nursing for Skill Competency and Knowledge Acquisition: A Systematic Review and Implications for Pedagogical Practices [Review of \u003cem\u003eImmersive Extended Reality (I-XR) in Medical and Nursing for Skill Competency and Knowledge Acquisition: A Systematic Review and Implications for Pedagogical Practices\u003c/em\u003e]. \u003cem\u003eBehavioral Sciences\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(4), 468. Multidisciplinary Digital Publishing Institute. https://doi.org/10.3390/bs15040468 \u003c/li\u003e\n\u003cli\u003eGonz\u0026aacute;lez, E. M. D., Belaroussi, R., Soto-Mart\u0026iacute;n, O., Acosta, M., \u0026amp; Mart\u0026iacute;n‐Guti\u0026eacute;rrez, J. (2025). Effect of Interactive Virtual Reality on the Teaching of Conceptual Design in Engineering and Architecture Fields. \u003cem\u003eApplied Sciences\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(8), 4205. https://doi.org/10.3390/app15084205 \u003c/li\u003e\n\u003cli\u003eGoud, K. A., Sharma, S., Meheta, A., Kanday, R., Tyagi, L. K., Chandrashekar, R., \u0026amp; Alkhafaji, M. A. (2023). Virtual Vistas: Exploring the Evolution of E-Design and Virtual Design for Sustainable Assessment. \u003cem\u003eE3S Web of Conferences\u003c/em\u003e, \u003cem\u003e453\u003c/em\u003e, 1032. https://doi.org/10.1051/e3sconf/202345301032 \u003c/li\u003e\n\u003cli\u003eGuan, J., Ying, S.-F., Zhang, M., \u0026amp; Hwang, G. (2024). From experience to empathy: An empathetic VR-based learning approach to improving EFL learners\u0026rsquo; empathy and writing performance. \u003cem\u003eComputers \u0026amp; Education\u003c/em\u003e, \u003cem\u003e220\u003c/em\u003e, 105120. https://doi.org/10.1016/j.compedu.2024.105120 \u003c/li\u003e\n\u003cli\u003eGuo, X., Guo, Y., \u0026amp; Liu, Y. (2021). The Development of Extended Reality in Education: Inspiration from the Research Literature. \u003cem\u003eSustainability\u003c/em\u003e, \u003cem\u003e13\u003c/em\u003e(24), 13776. https://doi.org/10.3390/su132413776 \u003c/li\u003e\n\u003cli\u003eHeydarian, A., Carneiro, J. F., Gerber, D., Becerik-Gerber, B., Hayes, T., \u0026amp; Wood, W. (2015). Immersive virtual environments versus physical built environments: A benchmarking study for building design and user-built environment explorations. \u003cem\u003eAutomation in Construction\u003c/em\u003e, \u003cem\u003e54\u003c/em\u003e, 116-126. https://doi.org/10.1016/j.autcon.2015.03.020 \u003c/li\u003e\n\u003cli\u003eHolu\u0026scaron;a, V., Vaněk, M., Bene\u0026scaron;, F., \u0026Scaron;vub, J., \u0026amp; Sta\u0026scaron;a, P. (2023). Virtual Reality as a Tool for Sustainable Training and Education of Employees in Industrial Enterprises. \u003cem\u003eSustainability\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(17), 12886. https://doi.org/10.3390/su151712886 \u003c/li\u003e\n\u003cli\u003eHuang, C.-Y., Lou, S., Cheng, Y.-M., \u0026amp; Chung, C.-C. (2020). Research on Teaching a Welding Implementation Course Assisted by Sustainable Virtual Reality Technology. \u003cem\u003eSustainability\u003c/em\u003e, \u003cem\u003e12\u003c/em\u003e(23), 10044. https://doi.org/10.3390/su122310044 \u003c/li\u003e\n\u003cli\u003eKandi, V. R., Brittle, P., Castronovo, F., \u0026amp; Gaedicke, C. (2020). Application of a Virtual Reality Educational Game to Improve Design Review Skills. \u003cem\u003eConstruction Research Congress 2020\u003c/em\u003e, 545-554. https://doi.org/10.1061/9780784482889.057 \u003c/li\u003e\n\u003cli\u003eKandi, V. R., Castronovo, F., Brittle, P., Ventura, S. M., \u0026amp; Nikolić, D. (2020). Assessing the Impact of a Construction Virtual Reality Game on Design Review Skills of Construction Students. \u003cem\u003eJournal of Architectural Engineering\u003c/em\u003e, \u003cem\u003e26\u003c/em\u003e(4). https://doi.org/10.1061/(asce)ae.1943-5568.0000434 \u003c/li\u003e\n\u003cli\u003eKomatina, D., Miletić, M., \u0026amp; Ružičić, M. M. (2024). Embracing Artificial Intelligence (AI) in Architectural Education: A Step towards Sustainable Practice? \u003cem\u003eBuildings\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(8), 2578. https://doi.org/10.3390/buildings14082578 \u003c/li\u003e\n\u003cli\u003eLi, V., Siniosoglou, I., Sarigiannidis, P., \u0026amp; Argyriou, V. (2025). \u003cem\u003eEnhancing Manufacturing Training Through VR Simulations\u003c/em\u003e. 1. https://doi.org/10.1109/ice/itmc65658.2025.11106519 \u003c/li\u003e\n\u003cli\u003eLin, Y.-Z., Petal, K., Alhamadah, A. H., Ghimire, S., Redondo, M. W., Corona, D. R. V., Pacheco, J., Salehi, S., \u0026amp; Satam, P. (2025). \u003cem\u003ePersonalized Education with Generative AI and Digital Twins: VR, RAG, and Zero-Shot Sentiment Analysis for Industry 4.0 Workforce Development\u003c/em\u003e. https://doi.org/10.48550/ARXIV.2502.14080 \u003c/li\u003e\n\u003cli\u003eLiu, Y., Zhan, Q., \u0026amp; Zhao, W. (2024). A systematic review of VR/AR applications in vocational education: models, affects, and performances. \u003cem\u003eInteractive Learning Environments\u003c/em\u003e, \u003cem\u003e32\u003c/em\u003e(10), 6375-6392.Taylor \u0026amp; Francis. https://doi.org/10.1080/10494820.2023.2263043 \u003c/li\u003e\n\u003cli\u003eMashwama, N. X., \u0026amp; Madubela, B. (2025). Innovations in pedagogy and technology for engineering education: A systematic review. \u003cem\u003eInterdisciplinary Journal of Education Research\u003c/em\u003e, \u003cem\u003e7\u003c/em\u003e(s1), a10-a10.https://doi.org/10.38140/ijer-2025.vol7.s1.10\u003c/li\u003e\n\u003cli\u003eMcCloskey, D. W., McAllister, E., Gilbert, R., O\u0026rsquo;Higgins, C., Lydon, D., Lydon, M., \u0026amp; McPolin, D. (2023). Embedding Civil Engineering Understanding through the Use of Interactive Virtual Reality. \u003cem\u003eEducation Sciences\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(1), 6. https://doi.org/10.3390/educsci14010006 \u003c/li\u003e\n\u003cli\u003eMena-Guacas, A. F., L\u0026oacute;pez-Cat\u0026aacute;lan, L., Bravo, C. B., \u0026amp; Rega\u0026ntilde;a, C. B. (2025). Educational Transformation Through Emerging Technologies: Critical Review of Scientific Impact on Learning. \u003cem\u003eEducation Sciences\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(3), 368. https://doi.org/10.3390/educsci15030368 \u003c/li\u003e\n\u003cli\u003eMondal, H., \u0026amp; Mondal, S. (2025). Adopting augmented reality and virtual reality in medical education in resource-limited settings: constraints and the way forward. \u003cem\u003eAdvances in Physiology Education\u003c/em\u003e, \u003cem\u003e49\u003c/em\u003e(2), 503-507. https://doi.org/10.1152/advan.00027.2025 \u003c/li\u003e\n\u003cli\u003eMovahedi, M., Bravo, C., \u0026amp; Choi, J. (2025). Generative Artificial Intelligence and Virtual Reality: Emerging Future of the Building Component Inspection Training. In \u003cem\u003eCIB Conferences\u003c/em\u003e (Vol. 1, No. 1, p. 370). https://doi.org/10.7771/3067-4883.1429 \u003c/li\u003e\n\u003cli\u003eMuzata, A. R., Singh, G., Stepanov, M. S., \u0026amp; Musonda, I. (2024). Immersive Learning: A Systematic Literature Review on Transforming Engineering Education Through Virtual Reality. \u003cem\u003eVirtual Worlds\u003c/em\u003e, \u003cem\u003e3\u003c/em\u003e(4), 480. https://doi.org/10.3390/virtualworlds3040026 \u003c/li\u003e\n\u003cli\u003eO\u0026rsquo;Grady, T., Brajkovich, N., Minunno, R., Chong, H., \u0026amp; Morrison, G. M. (2021). Circular Economy and Virtual Reality in Advanced BIM-Based Prefabricated Construction. \u003cem\u003eEnergies\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(13), 4065. https://doi.org/10.3390/en14134065 \u003c/li\u003e\n\u003cli\u003ePedro, A., Le, Q. T., \u0026amp; Park, C. (2015). Framework for Integrating Safety into Construction Methods Education through Interactive Virtual Reality. \u003cem\u003eJournal of Professional Issues in Engineering Education and Practice\u003c/em\u003e, \u003cem\u003e142\u003c/em\u003e(2). https://doi.org/10.1061/(asce)ei.1943-5541.0000261 \u003c/li\u003e\n\u003cli\u003ePeriyasamy, A. P., \u0026amp; Periyasami, S. (2023). Rise of digital fashion and metaverse: influence on sustainability. \u003cem\u003eDigital Economy and Sustainable Development\u003c/em\u003e, \u003cem\u003e1\u003c/em\u003e(1) 16. https://doi.org/10.1007/s44265-023-00016-z \u003c/li\u003e\n\u003cli\u003eQawqzeh, Y., Shraah, A. A., Rizwan, A., S\u0026aacute;nchez-Chero, M., More, L. A. V., \u0026amp; Shabaz, M. (2025). Exploring the effectiveness of virtual reality-based training for sustainable health and occupational safety in industry 4.0. \u003cem\u003eScientific Reports\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(1), 28930. https://doi.org/10.1038/s41598-025-14173-y \u003c/li\u003e\n\u003cli\u003eRiches, S., \u0026amp; Kaleva, I. (2025). Virtual Reality Training as Enhanced Experiential Learning. \u003cem\u003eJournal of Technology in Behavioral Science,1-5\u003c/em\u003e. https://doi.org/10.1007/s41347-024-00477-9 \u003c/li\u003e\n\u003cli\u003eSakr, A., \u0026amp; Abdullah, T. (2024). Virtual, augmented reality and learning analytics impact on learners, and educators: A systematic review. \u003cem\u003eEducation and Information Technologies\u003c/em\u003e, \u003cem\u003e29\u003c/em\u003e(15), 19913-19962. https://doi.org/10.1007/s10639-024-12602-5 \u003c/li\u003e\n\u003cli\u003eSayffaerth, C. (2025). Educational twin: the influence of artificial XR expert duplicates on future learning. \u003cem\u003earXiv preprint arXiv:2504.13896\u003c/em\u003e. https://doi.org/10.48550/ARXIV.2504.13896 \u003c/li\u003e\n\u003cli\u003eSchumann, M., Leye, S., \u0026amp; Popov, A. (2015). Virtual Reality Models and Digital Engineering Solutions for Technology Transfer. \u003cem\u003eApplied Computer Systems\u003c/em\u003e, \u003cem\u003e17\u003c/em\u003e(1), 27. https://doi.org/10.1515/acss-2015-0004 \u003c/li\u003e\n\u003cli\u003eShi, C., Miao, X., Liu, H., Han, Y., Wang, Y., Gao, W., Liu, G., Li, S., Lin, Y., Wei, X., \u0026amp; Xu, T. (2023). How to promote the sustainable development of virtual reality technology for training in construction filed: A tripartite evolutionary game analysis. \u003cem\u003ePLoS ONE\u003c/em\u003e, \u003cem\u003e18\u003c/em\u003e(9). https://doi.org/10.1371/journal.pone.0290957 \u003c/li\u003e\n\u003cli\u003eSpyrou, O., Ariza-Sent\u0026iacute;s, M., \u0026amp; V\u0026eacute;lez, S. (2025). Enhancing Education in Agriculture via XR-Based Digital Twins: A Novel Approach for the Next Generation. \u003cem\u003eApplied System Innovation\u003c/em\u003e, \u003cem\u003e8\u003c/em\u003e(2), 38. https://doi.org/10.3390/asi8020038 \u003c/li\u003e\n\u003cli\u003eTene, T., Marcatoma Tixi, J. A., Palacios Robalino, M. D. L., Mendoza Salazar, M. J., Vacacela Gomez, C., \u0026amp; Bellucci, S. (2024, June). Integrating immersive technologies with STEM education: a systematic review. In \u003cem\u003eFrontiers in Education\u003c/em\u003e (Vol. 9, p. 1410163). Frontiers Media SA.https://doi.org/10.3389/feduc.2024.1410163 \u003c/li\u003e\n\u003cli\u003eThangavel, S. (2025). Revolutionizing Education Through Augmented Reality (AR) and Virtual Reality (VR): Innovations, Challenges and Future Prospects. \u003cem\u003eChallenges and Future Prospects (March 03, 2025)\u003c/em\u003e.. https://doi.org/10.2139/ssrn.5195697 \u003c/li\u003e\n\u003cli\u003eWang, P., Wu, P., Chi, H.-L., \u0026amp; Li, X. (2020). Adopting lean thinking in virtual reality-based personalized operation training using value stream mapping. \u003cem\u003eAutomation in Construction\u003c/em\u003e, \u003cem\u003e119\u003c/em\u003e, 103355. https://doi.org/10.1016/j.autcon.2020.103355 \u003c/li\u003e\n\u003cli\u003eXu, Z., \u0026amp; Zheng, N. (2020). Incorporating Virtual Reality Technology in Safety Training Solution for Construction Site of Urban Cities. \u003cem\u003eSustainability\u003c/em\u003e, \u003cem\u003e13\u003c/em\u003e(1), 243. https://doi.org/10.3390/su13010243 \u003c/li\u003e\n\u003cli\u003eZebediela, O. M., Mathaba, T. N. D., \u0026amp; Nkomo, M. W. (2025, February). Challenges in Sustainable Construction Practices and Its Impact on Project Management Efficiency: A Case-Study. In \u003cem\u003eConstruction Industry Development Board Postgraduate Research Conference\u003c/em\u003e (pp. 332-341). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-99204-9_29\u003c/li\u003e\n\u003cli\u003eZhang, Y., \u0026amp; Huang, X. (2024). Integrating Extended Reality (XR) in Architectural Design Education: A Systematic Review and Case Study at Southeast University (China). \u003cem\u003eBuildings\u003c/em\u003e, \u003cem\u003e14\u003c/em\u003e(12), 3954.https://doi.org/10.3390/buildings14123954 \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"Virtual reality, Simulation-based learning, Sustainable construction education, Immersive learning, Educational technology, Pedagogical innovation, Experiential learning","lastPublishedDoi":"10.21203/rs.3.rs-8085624/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8085624/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis systematic literature review explores the integration of \u003cb\u003evirtual reality (VR)\u003c/b\u003e and \u003cb\u003esimulation technologies\u003c/b\u003e in advancing sustainable design and construction education. Guided by \u003cb\u003ePRISMA\u003c/b\u003e methodology, the study synthesizes evidence from 54 peer-reviewed articles to examine how immersive technologies enhance conceptual understanding, practical skill development, and sustainability competencies among architecture, engineering, and construction learners. The findings reveal that VR and augmented reality (AR) foster \u003cb\u003eexperiential and constructivist learning\u003c/b\u003e, enabling students to visualize complex building systems, simulate material lifecycles, and engage in collaborative design tasks within realistic, risk-free environments. Such immersive pedagogies bridge the long-standing gap between theoretical instruction and real-world practice, supporting the cultivation of sustainability-oriented mindsets and professional readiness. However, the review also identifies persistent challenges, including high implementation costs, limited instructional design expertise, and issues of accessibility and inclusivity. Despite these barriers, the synthesis highlights significant pedagogical advantages and offers strategic recommendations for integrating immersive tools into sustainable construction curricula. The paper concludes by proposing a \u003cb\u003econceptual roadmap\u003c/b\u003e for future research and curriculum innovation that leverages immersive technologies to achieve the \u003cb\u003eUnited Nations Sustainable Development Goals (SDGs)\u003c/b\u003e related to quality education and sustainable cities.\u003c/p\u003e","manuscriptTitle":"Virtual Reality and Simulation Integration for Sustainable Design and Construction Education: A Systematic Literature Review","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-02-17 10:07:28","doi":"10.21203/rs.3.rs-8085624/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewersInvited","content":"","date":"2026-02-12T08:25:35+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-12-30T15:07:19+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-12-17T18:06:07+00:00","index":"","fulltext":""},{"type":"submitted","content":"Humanities and Social Sciences Communications","date":"2025-12-17T17:05:41+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"312b12ad-47f9-43f0-9737-4f523ce18792","owner":[],"postedDate":"February 17th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[{"id":62923750,"name":"Social science/Education"},{"id":62923751,"name":"Business and commerce/Information systems and information technology"},{"id":62923752,"name":"Social science/Science technology and society"}],"tags":[],"updatedAt":"2026-02-17T10:07:28+00:00","versionOfRecord":[],"versionCreatedAt":"2026-02-17 10:07:28","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8085624","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8085624","identity":"rs-8085624","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}