Virtual Reality for Environmental Education in Higher Education Institutions: A Systematic Review

Abstract

This systematic review examines the application of Virtual Reality (VR) in environmental education within higher education institutions, framed by the United Nations Sustainable Development Goals (SDGs) and the demand for innovative teaching methods that promote environmental awareness. Using the PRISMA framework, 17 empirical studies published between 2017 and 2024 were analysed, covering the implementation, usage and impacts of VR adoption, particularly from the perspective of SDGs such as environmental protection, climate change, and pollution. The findings reveal that VR is primarily implemented through two methods, interactive virtual environments and 360-degree videos, with both modalities were generally associated with improvements in environmental knowledge, emotional engagement, risk perception, and pro-environmental behavioural intentions. Virtual field trips were identified as a particularly effective usage for increasing intrinsic motivation while reducing the carbon footprint associated with traditional fieldwork. Although challenges remain - including limited theoretical grounding, varied sample sizes, high costs, and potential physical discomfort - VR demonstrates promising potential as a pedagogical tool to foster environmental responsibility, sustainable behaviours, and critical awareness of ecological issues in higher education.