The use of virtual reality for skill development in entrepreneurship education: A systematic literature review

Abstract

Rapid technological advances have transformed the entrepreneurial landscape, while growing demand for flexible, experiential learning has reshaped both the development of entrepreneurial competencies and the delivery of entrepreneurship education. These global shifts in education have led instructors to explore emerging technologies such as virtual reality (VR) to engage learners and provide safe, flexible opportunities for experiential learning and skill development. This systematic literature review examines the use of VR in entrepreneurship education from 2013 to 2024. The review aimed to identify how VR technologies have been used to support entrepreneurial skill development, the types of VR employed, and the specific skills targeted. Peer-reviewed articles in English were screened for relevance to immersive learning and skill development. Twenty-three studies met the inclusion criteria and were analysed using the PRISMA framework. Findings indicate that VR interventions with varying levels of immersion can effectively support entrepreneurial skill development. Factors contributing to successful outcomes include integration into a program of learning, instructor involvement, grounding in sound pedagogical principles, and alignment with intended learning outcomes. High mobility, interactivity, and immersion enhance learning, while social features foster collaboration. Less immersive serious games offer accessible, cost-effective alternatives. Although VR has supported the development of competencies across the EntreComp framework, those in the Ideas and Opportunities category are underrepresented, particularly in immersive formats. Limitations include database scope, timeframe, and single-reviewer analysis. Future research should explore the use of the EntreComp Questionnaire for assessment, the potential of virtual worlds, and the role of artificial intelligence in enhancing VR-based entrepreneurship education.

https://doi.org/10.34105/j.kmel.2026.18.020