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This review examines how teachers evaluate the potential of virtual reality in geography education and the barriers to its implementation.

Immersion meets instruction: a systematic review of teachers’ perspectives on virtual reality in geography education

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This review examines how teachers evaluate the potential of virtual reality in geography education and the barriers to its implementation.
Conducted a systematic review following PRISMA guidelines.
Identified 385 records from Web of Science, Scopus, and ERIC databases.
Included 17 empirical studies in the synthesis.
Teachers reported that VR enhances motivation and engagement in geography lessons.
Barriers identified include high costs, limited infrastructure, and lack of technical support.
Professional development and institutional support are deemed essential for effective use of VR.

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Systematic review reveals teachers perceive benefits but face barriers to using VR in geography education.

Vural et al. (2026) studied this question.

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