A New Era of Didactics: Virtual Reality in the Educational Process in the Light of Original Research at the School of Banking and Management in Cracow

The aim of this article is to analyze the career aspirations, values, and preferences related to immersive technologies among university students. The study, conducted in the form of a questionnaire survey, included 247 students—132 men and 115 women. For the analysis, key factors determining interest in educational VR applications were identified. Particular attention was given to gender differences in career aspirations and motivations for using immersive technologies. Chi-square tests, Cramér’s V coefficient, as well as Pearson and Spearman correlations were used to identify statistically significant relationships. The results confirmed the hypothesis of significant gender differences in declarations related to gaming activity and highlighted key features of VR applications—such as the ability to observe the consequences of decisions and interactivity—as predictors of willingness to test them. From a broader perspective, the study contributes to the ongoing debate on the transformation of the didactic model in higher education and the need to implement immersive educational tools.