Immersive VR Simulations in Professional Education Effectiveness of Immersion Compared to Traditional Training Formats

Immersive virtual reality increasingly supports professional education, yet legal recognition remains unclear. This study examines whether immersion improves learning outcomes compared to traditional training formats. It also compares this purpose with Uzbekistan’s current Law “On Education” (No. O’RQ-637). The study aims to evaluate immersion’s effectiveness and propose a targeted legal amendment. A qualitative, doctrinal approach was used, relying on document and legislative analysis. Results show immersive VR strengthens procedural skill acquisition, retention, and learner engagement significantly. However, current legislation does not recognize simulation-based training as formal professional credit. The study recommends amending Article 19 to recognize verified immersive VR training hours. Implementation should include phased rollout, clear accreditation standards, and inclusive access safeguards. This amendment would align legal recognition with proven training effectiveness across professional fields. The findings support evidence-based legal reform strengthening Uzbekistan’s professional education system meaningfully.

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