Key points are not available for this paper at this time.
Purpose This study examines how a hybrid approach combining virtual reality (VR) and traditional welding training can be integrated into vocational education to enhance instructional outcomes, learner engagement and training efficiency in the United Arab Emirates. Design/methodology/approach A qualitative action research design was implemented across three iterative training cycles: traditional welding, VR-based instruction and a hybrid VR–traditional model. Participants included 28 apprentices and 12 instructors at a UAE vocational training institute. Data were collected through focus groups, interviews and participant observations, and analyzed thematically. Findings Virtual reality was found to enhance learner motivation, reduce anxiety and accelerate the acquisition of fundamental welding skills by providing safe, feedback-rich and contextually relevant practice. However, VR alone could not fully replicate essential physical elements such as heat, weight and tactile feedback. The hybrid VR–traditional model proved most effective, building confidence and procedural understanding in the VR environment before transitioning to live welding. This sequencing improved performance, reduced material waste, optimized instructor time and increased engagement between students and instructors. Originality/value This study advances experiential learning theory and diffusion of innovations by demonstrating how VR can be positioned as a preparatory stage for authentic practice in vocational welding. It offers practical guidance for curriculum designers, instructors and policymakers aiming to modernize technical training, while supporting the UAE's workforce development strategies through scalable, technology-enhanced learning models.
Alhajri et al. (Tue,) studied this question.