Evaluating the impact of virtual reality-based instruction on higher education students’ achievement of SDG4 learning outcomes

Purpose This study aimed to examine how virtual reality (VR) based guided-discovery instruction influenced higher education students’ achievement of Sustainable Development Goal (SDG)4 learning outcomes relative to lecture. The study also explored how SDG4 contexts: students’ engagement, motivation and collaboration in virtual reality learning environments predict science process skill development. Design/methodology/approach The study used a pretest–posttest nonequivalent control group design. A total of 342 science education students from five universities in South-South Nigeria participated in the study. Students in the experimental group were taught projectile motion concepts using guided-discovery instruction with virtual reality simulations, while the control group was taught same contents using the lecture method. Data were collected using a structured interview-based rating instrument and analyzed using mean scores, analysis of covariance, exploratory factor analysis and partial least squares structural equation modeling. Findings The results showed that students taught with virtual reality–based guided-discovery instruction performed better than those taught with the lecture method. Engagement, motivation and collaboration in learning VR had small positive effects on science process skills. Motivation and collaboration in VR showed positive mediation in the model. The predictors explained only a small portion of the variation in science process skills, suggesting that other factors also influence science process skills development in virtual reality learning. Research limitations/implications This study focuses on VR-based instruction in higher education, potentially limiting generalizability to other contexts. The technical constraints, like access to VR equipment and internet connectivity, may bias results toward institutions with resources. Self-reported data on learning outcomes and biases in participant engagement could affect validity. The study’s focus on short-term outcomes may overlook long-term retention and behavioral changes. Implications include informing educators on VR’s effectiveness for SDG4 goals and highlighting resource gaps. Results could inform the design and accessibility improvements of VR content. Future research should explore diverse settings and longitudinal impacts to strengthen findings. Practical implications The findings of this study will help educators and policymakers understand the effectiveness of VR-based instruction in achieving SDG4 learning outcomes in higher education. The results can inform the development of VR content and training programs that are tailored to the needs of higher education students, ultimately enhancing the quality of education and promoting sustainable development. Social implications The adoption of VR-based instruction in higher education could promote social equity by increasing access to quality education for marginalized groups, such as those in remote or under-resourced areas. In addition, VR experiences can foster global citizenship and empathy by simulating diverse cultural and environmental contexts, potentially leading to more socially responsible and sustainable behaviors among students. Originality/value The study contributes to sustainable education literature by showing that virtual reality is more effective when combined with guided-inquiry pedagogy relative to lecture. It also provides empirical evidence of the linear relationships among the SDG4 outcomes in the study.