Inclusive immersion: How virtual reality is transforming business education

A partnership between UNSW Business School and NOVA Employment is redefining inclusive education through virtual reality technology, immersive learning, and industry collaboration

Virtual reality (VR) and augmented reality (AR) in business and higher education are rapidly evolving teaching methods, slowly turning a novelty into a necessity. The benefits of VR are undeniable. No longer confined to mobile devices, gaming or entertainment, VR technology is emerging as a tool to truly transform learning environments across industries, from healthcare and aviation to business and social services.

A recent PwC study revealed that learners in VR lessons and VR environments are up to four times faster at training than in traditional classrooms and show 275% greater confidence in applying skills. Meanwhile, Microsoft and Accenture have reported growing adoption of mixed reality using VR headsets and platforms like the Metaverse for onboarding, diversity training, and simulations of real-time workplace challenges.

By creating immersive experiences replicating real-life situations, virtual reality enables students and employees to interact with complex concepts, explore virtual environments like historical sites or workplaces, and retain knowledge through hands-on experience. It's not just a trend – it's a shift in how education and businesses prepare people for the real world.

At UNSW Business School, that transformation is already happening. The award-winning “Diverse Horizons: VR for Transformative Inclusive Education” project uses VR content and industry partnerships to build empathy, drive inclusion, and improve student learning outcomes. Recognised with the Financial Times Responsible Business Education Award 2025, the project sets a new global benchmark for interactive learning and social impact.

“This solution enables scalable, authentic experiences that immerse students in the lived experiences of diverse groups, including people with disabilities – a demographic that students often lack prior exposure to,” said UNSW Business School Associate Professor Veronica Jiang, discussing the project.

Inclusion gaps in business education and practice

Despite growing focus on inclusion, many business graduates lack the skills to lead diverse teams or connect with underrepresented customers. In many educational institutions, this is due to a disconnect between theory and practice, particularly in understanding marginalised groups such as people with disabilities.

“The imperative to cultivate a diversity mindset among business students has never been more pressing,” said A/Prof. Jiang. “Employers want graduates who can collaborate across diverse teams and engage with customers from all walks of life – but that kind of understanding is hard to teach through lectures alone.”

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This challenge was made evident in 2020 when a UNSW student working on a UNHCR campaign in collaboration with another industry partner, the digital marketing consultancy called Sparro, said: “I find writing a marketing plan for UNHCR terrifyingly difficult. I’ve never met a refugee before and struggle to understand their work.”

A/Prof. Jiang recognised that students needed educational experiences grounded in empathy, not just case studies. That meant building a bridge between lesson plans, emotional connection, and business application.

An industry-education partnership built on empathy and immersion

That bridge came in the form of immersive learning powered by virtual reality technology, combined with a real-life partnership with NOVA Employment, a non-profit that helps people with disabilities find meaningful work.

A/Prof. Jiang worked with the UNSW Immersive Media team to convert Riding with Amy, a short film created by NOVA, into a fully immersive VR experience. This virtual field trip took UNSW Business School students through Amy’s day as she navigated barriers in public transport, social spaces, and the workplace.

“VR enables scalable, authentic experiences that immerse students in the lived experiences of diverse groups,” A/Prof. Jiang said. “It lets them feel, not just hear or read, and that emotional connection drives deeper understanding.”

Between 2023 and 2025, more than 2000 students in UNSW’s marketing courses experienced the VR module using headsets in tutorials. Each session became a virtual reality classroom with opportunities for reflection, discussion, and applied learning.

Students were then grouped and tasked with solving a real-world marketing challenge for NOVA or its Focus on Ability Film Festival. NOVA CEO Martin Wren and his senior team worked closely with the students throughout the course.

“When Dr Jiang initially proposed a partnership, I was sceptical,” said Mr Wren. “But the use of VR technology gave students a depth of understanding I hadn’t anticipated. The students’ final presentations reflected a level of sensitivity, insight and creativity that far exceeded traditional classroom learning.”

This hands-on, in-depth collaboration between a university and a not-for-profit perfectly illustrates what educational settings can achieve when emerging technologies meet real-time social challenges.

Tangible impact for business, students, and society

One tangible outcome of the partnership is that NOVA Employment has already adopted several student-developed marketing strategies based on ideas generated through the VR project, particularly in digital marketing and social media engagement.

“For a not-for-profit like NOVA, these student-driven insights have been invaluable,” said Mr Wren. “They’ve directly shaped how we operate.”

Learn more: How has COVID-19 impacted the future of VR innovation?

Beyond impact on business operations, the collaboration also became a talent pipeline. “I fully anticipate bringing some of these students onto my team,” Mr Wren added. “They’ve shown a level of creativity and emotional intelligence that’s hard to find, even in experienced professionals.”

The impact on students has been equally transformative. In a large-scale survey, students who completed the VR lessons consistently reported higher scores in key learning categories, including:

• Greater retention of course material and empathy-related concepts
• Stronger student engagement and learning experiences
• Increased confidence in interacting with people with disabilities

“The VR experience made me realise what people with disability go through every day,” said one student. “It made me want to do something meaningful with my marketing skills.”

Another wrote: “It gave me a sense of value and purpose I never expected from an assignment.”

Results like these demonstrate VR education is becoming more than a just teaching tool; it's a new learning style that can fit today’s students, particularly those in business courses that require empathy and adaptability.