China is accelerating a major shift in global education systems through the widespread integration of virtual reality (VR) and augmented reality (AR), with experts saying the country’s early adoption of immersive technologies is reshaping how students learn, interact and understand complex subjects.
Across Chinese classrooms, pupils are increasingly learning through 3D simulations, virtual laboratories and interactive digital environments, as part of a national push to modernise education and deepen engagement with science, technology and the humanities.
Professor Mark Howard Levine of Minzu University of China says immersive learning is transforming abstract concepts into practical understanding.
“VR and AR are powerful tools for heuristic, interactive learning, making abstract concepts tangible and creating engaging, interactive environments,” he said in an interview with TV BRICS.
He added that the technology is reshaping traditional teaching methods by shifting learning from passive absorption to active exploration.
“Immersive and experiential learning using VR can transport students to virtual laboratories, historical or cultural sites, or microscopic worlds; AR overlays 3D models onto physical textbooks or desks, transforming passive reading into active exploration,” he said.
Education authorities in China have prioritised VR and AR integration since 2018, when the Ministry of Education identified digital transformation as a strategic pillar of education reform. The rollout has since expanded across schools, universities and vocational institutions.
A national smart education platform launched in 2022 now hosts more than a thousand VR and AR-based learning modules, supporting subjects ranging from science to history and geography.
The shift is part of a broader move away from traditional rote learning models towards more interactive and personalised education systems that encourage curiosity and problem-solving.
Professor Levine outlined several benefits of the approach, including improved motivation and cognitive development.
“Students learn out of curiosity rather than for grades or rewards, forming a habit of lifelong learning,” he said.
He added that VR and AR also enhance critical thinking, collaboration and long-term retention of knowledge, while enabling tailored learning experiences for individual students.
In China, schools are increasingly equipped with VR headsets and augmented reality devices, enabling learners to explore virtual versions of the Great Wall, ancient cities, space environments and complex scientific systems.
The country’s education blueprint, Education Modernisation 2035, calls for deep integration of artificial intelligence, big data and the Internet of Things, with “smart campuses” emerging as digital ecosystems that mirror smart city concepts.
These developments are also extending into higher education, where universities are building “metaverse campuses” and digital twins of institutions to create fully immersive learning environments.
Beyond China, VR and AR adoption is gaining traction across other BRICS countries, including India, Brazil, Russia and South Africa, particularly in STEM education, medical training and remote learning.
In South Africa, Professor Levine noted that more than 200 schools have already adopted AR and VR tools, supported by significant public investment.
“More than 200 schools in South Africa have adopted AR/VR. Government funding has amounted to approximately 1.5 billion South African rand (around US$91 million), including digital infrastructure and teacher training,” he said.
However, experts caution that rapid adoption must be carefully managed to avoid widening inequality and over-reliance on proprietary systems.
“There are risks of increasing inequality due to uneven access, excessive commercialisation of educational technologies, and dependence on proprietary platforms,” said Alexander Titov, Deputy Secretary General of the International Association of Digital Economies.
He stressed that successful implementation will depend on aligning technology with sound educational policy and ensuring equitable access.
Ultimately, analysts say VR and AR could become a defining force in education reform across BRICS nations, potentially standardising learning quality while driving broader digital economic transformation.
(TV BRICS)
