Abstract Education for Sustainable Development (ESD) demands educational approaches that cultivate deep comprehension, empathy, and collaborative problem-solving capabilities. However, traditional methods often struggle to render abstract global challenges perceptible and foster engaging discursive spaces. This paper explores the potential of interconnected Virtual Reality (VR) classrooms to transform discourse and communication patterns within ESD. These immersive technologies establish a shared experiential groundwork, enabling learners to transcend geographical and temporal boundaries. By facilitating perspective-taking, visualizing intricate systems, and enabling collaborative co-creation, VR-enhanced discourse progresses beyond knowledge dissemination to cultivate essential competencies for sustainable development. The article offers a framework for understanding how immersive environments can enrich ESD discourse, contributing to the emerging field of technology-mediated sustainability education. It also addresses challenges and ethical considerations associated with integrating VR into ESD and proposes strategies for educators to effectively harness this potential.
Liu Yufei (2026) studied this question.