Introduction: The study investigated the effectiveness of virtual reality (VR) technology in developing intercultural competencies among university students within the context of global education.Objective: To evaluate the impact of virtual reality-based educational interventions on the development of intercultural competence, empathy, and intercultural communication skills among university students compared to traditional learning methods.Methods: A quasi-experimental design was employed with 120 participants aged 18–24 years from four universities in Ukraine, Spain, Poland, and Colombia. Stratified random sampling was used to ensure cultural diversity. The experimental group (n = 60) received VR-based intercultural communication training, while the control group (n = 60) followed traditional learning methods during a 14-day intervention. Data were collected using the Intercultural Competence Index (ICI) and the Intercultural Perspective Questionnaire (IPAQ) in pre- and post-intervention assessments. Statistical analysis included independent samples t-tests and descriptive statistics at a significance level of p < 0.05, with Cronbach’s alpha coefficients above 0.8 confirming instrument reliability.Results: The VR group demonstrated a significant improvement in overall intercultural competence (M = 78.9 vs M = 64.1, t = 6.42, p < 0.001) compared to the control group. Notable gains were also observed in empathy (t = 5.21, p < 0.001), communication flexibility (t = 4.83, p < 0.001), and tolerance (t = 3.12, p = 0.003).Conclusions: VR-based training proved effective in enhancing intercultural awareness, empathy, and adaptive communication skills. These competencies are crucial for fostering global citizenship and preparing students for participation in a culturally diverse educational environment.
Nevoenna et al. (Sat,) studied this question.