Epistemological bridges: A systematic review of virtual reality for ethnoscience and culturally responsive learning

Abstract

This research is motivated by the increasing use of VR media in science learning. Therefore, this literature review aims to identify, collect, and analyze scientific publications on the use of VR in the context of culture-based science learning and ethos to answer questions regarding the state, trends, and potential of research, as well as its implications for science learning. Following the PRISMA protocol, the literature published between 2016 and 2025 was searched across four primary databases: Google Scholar, CrossRef, Scopus, and ERIC. Among the initial 535 identified records, 12 peer-reviewed articles met the rigorous inclusion criteria for qualitative synthesis. The results demonstrate that VR serves as an epistemological bridge, connecting abstract scientific concepts with concrete, indigenous practices. The analysis reveals that the level of VR immersion significantly affects the research methodology: fully immersive VR is predominantly utilized in small-scale qualitative studies focusing on deep experiential learning, whereas semiimmersive and nonimmersive formats offer broader accessibility for larger-scale classroom implementations. Despite persistent technical hurdles and high implementation costs, the findings indicate that VR consistently enhances students' affective and cognitive domains. It fosters heightened cultural awareness, greater appreciation for traditional knowledge, and a sophisticated understanding of the intersection between science and heritage. However, the review highlights a significant geographic concentration of research and a lack of long-term longitudinal data. This study concludes that while the field is currently a specialized niche, there are substantial opportunities for future research to utilize VR as a medium for integrating diverse knowledge systems into science curricula. These findings suggest that integrating ethnoscience through VR can fundamentally improve the quality and inclusivity of global science education.