Analysis of the use of virtual reality scenarios in education for the treatment of socio-emotional problems

Introduction: Educational systems have traditionally prioritized disciplinary knowledge, often neglecting students' socio-emotional development. Recent technological advances and increasing mental health concerns among university students have highlighted the need for innovative educational strategies that integrate emotional learning with immersive technologies such as virtual reality (VR). Methods: This exploratory quantitative study analyzed the use of virtual reality as a pedagogical strategy for enhancing socio-emotional skills. Two structured self-report surveys were administered to a purposive sample of 14 first-year engineering students at a higher education institution. The variables assessed included perceptual issues, experiences with psychological care, manifestations of emotional distress, family environment, specific emotional-management situations, and academic motivation. Based on students' responses, suitable virtual reality scenarios were mapped to support the design of individualized educational interventions. Results: The study identified which VR scenarios students perceived as more helpful for addressing emotional challenges such as anxiety, impulsivity, and communication difficulties. The findings highlight the need to strengthen socio-emotional skill development in higher education, given the wide range of factors that influence students' emotional well-being and life skills-competencies as essential as disciplinary knowledge throughout their academic trajectory. Discussion: The results suggest that VR-based educational strategies may offer a feasible and acceptable approach for supporting socio-emotional learning in higher education contexts. Although limited by a small sample size, this exploratory study provides preliminary evidence supporting the integration of immersive technologies into educational settings to foster students' socio-emotional development.