Virtual-real symbiosis: challenges and pathways for VR course integration in higher education

Purpose Against the backdrop of digital transformation in higher education, virtual reality (VR) technology is widely regarded as a key driver of teaching paradigm transformation. In practice, however, its deep integration with university curricula faces a common predicament: the concept attracts considerable attention, yet implementation remains difficult. Design/methodology/approach This study focuses on identifying the challenges of VR course integration in higher education and exploring pathways to overcome them. A multiple-case qualitative research design was adopted. Five VR-integrated courses spanning four broad disciplinary categories, namely humanities, sciences, engineering, and arts, were selected. Data were collected through semi-structured interviews, classroom observations, analysis of course materials, and student reflective texts. The multi-source data were then systematically analyzed using the three-level coding procedure of grounded theory. Findings Six core challenges to VR course integration were identified: technology environment, teacher competency, instructional design, institutional support, resource ecosystem, and learning experience. These challenges form a multi-layered nested structure consisting of a foundational base layer, a middle implementation layer, an outer support layer, and a terminal feedback layer. In response, six corresponding pathways were developed, and a virtual–real symbiosis VR course integration mechanism model was proposed, featuring four interconnected layers and three driving loops to support the evolution from technological embedding to virtual–real symbiosis. Originality/value This study provides theoretical references and practical guidance for university teachers in designing VR-based instruction, for education administrators in formulating VR course development policies, and for advancing VR course construction through campus-based shared technical spaces.