Designing virtual reality for learning: a framework for academic library implementation

Purpose This article proposes a learning-centered conceptual framework for implementing virtual reality in academic libraries. It responds to a gap in the literature by offering a practical roadmap for librarians who are moving beyond experimentation and seeking more intentional approaches to planning, onboarding, accessibility and long-term program development. Design/methodology/approach The article uses a conceptual framework approach informed by a structured review of literature on VR in academic libraries, immersive learning, instructional design, and inclusive design. The framework is grounded in the ADDIE model and informed by Universal Design for Learning and Universal Design for Instruction. Together, these perspectives are used to organize VR implementation across four phases. Findings The review suggests that academic library VR literature has emphasized infrastructure, pilot programs and course integration, but has provided less detailed guidance on structured onboarding, accessibility planning and the use of instructional design frameworks. In response, the proposed framework positions VR as an instructional environment rather than only a technology service. It highlights the importance of aligning VR initiatives with learning goals, anticipating learner variability, designing accessible support structures and using iterative assessment to refine services over time. Originality/value This article contributes a practical, adaptable roadmap for academic librarians seeking to design virtual reality services that are educationally coherent, inclusive and sustainable. It extends current discussions of academic library virtual reality programs by integrating instructional design and inclusive design into a single implementation framework.