Blending Realities: Enhancing Vocational Welding Training Through Virtual Reality-Integrated Models

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 analysed 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, optimised 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 modernise technical training, while supporting the UAE’s workforce development strategies through scalable, technology-enhanced learning models.