The Use of Virtual Reality (VR) Technology in TVET Skills Training: A Systematic Review

Although the use of Virtual Reality (VR) technology in Technical and Vocational Education and Training (TVET) has been growing rapidly, a comprehensive synthesis of the technologies employed and their effects on skills training remains limited. Therefore, this study aims to synthesize empirical evidence on the use of VR technology in TVET skills training. A Systematic Literature Review (SLR) was conducted following the PRISMA guidelines by analyzing 21 articles published between 2020 and 2026, retrieved from the Scopus, Web of Science, and Google Scholar databases. Thematic analysis was employed to identify the types of VR technologies used and their effects on TVET skills training. The findings identified five main categories of VR technologies: Head-Mounted Displays (HMDs), VR software and simulation systems, motion controllers, 360-degree displays, and scenario-based simulations. The analysis further revealed that VR simulators and HMDs were the most dominant technologies used in TVET skills training. In addition, five major effects of VR implementation were identified, namely enhanced training effectiveness, increased student motivation and engagement, improved training safety, greater learning flexibility, and cost and time savings, with training effectiveness being the most consistently reported outcome. Overall, the findings indicate that VR has significant potential to enhance the quality of skills training by providing immersive, authentic, and industry-oriented learning experiences. This study contributes to a more systematic understanding of the role of VR in TVET and provides a foundation for future research and the broader implementation of immersive technologies in skills training.

Virtual Reality (VR), Systematic Literature Review (SLR), Technical and Vocational Education and Training (TVET), Head-Mounted Display (HMD), Skills Training, Immersive Technology

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