Background Virtual reality (VR) has emerged as a transformative technology in science education, offering immersive learning experiences that enhance conceptual understanding. However, its integration with ethnoscience remains underexplored. Methods This study employed a systematic literature review following PRISMA guidelines combined with bibliometric analysis. Data were collected from the Scopus and CrossRef databases (2016–2025) and analyzed using VOSviewer. Results The findings indicate a steady increase in VR-related publications, particularly in 2025. Research is predominantly conducted in higher education contexts, with chemistry and biology as the main disciplines. Research and development, as well as experimental methods, are the most commonly employed approaches, with questionnaires and tests serving as the primary data collection instruments. Bibliometric mapping identifies virtual reality as the central theme, with emerging interdisciplinary connections, including ethnoscience, although these remain limited. Conclusions VR research in science education is rapidly growing and holds strong potential to enhance learning. However, integration with ethnoscience remains limited, highlighting the need for culturally contextualized VR learning environments.
Sudarmin et al. (Sun,) studied this question.