At the 11th International Conference on Higher Education Advances (HEAd’25) in Valencia, Ramzi Hassan presented a research paper on how Virtual Reality enhances learning in landscape architecture, using case studies that demonstrate how immersive technologies support spatial understanding, design communication, and student engagement in higher education.
In June 2025, the VR-Lab at the Norwegian University of Life Sciences (NMBU) took part in the 11th International Conference on Higher Education Advances (HEAd’25), hosted at the Universitat Politècnica de València in Spain. Representing the lab, Ramzi Hassan presented his latest research on the integration of Virtual Reality in landscape architecture education and also chaired a thematic session on architectural education. The conference, well known for its focus on innovation and digital transformation in higher education, brought together researchers, educators, and practitioners from around the globe. This year’s gathering highlighted a growing interest in immersive technologies and Artificial Intelligence as transformative forces in education.
HEAd’25 provided a timely forum to share the work being done at the VR-Lab, particularly as discussions across sessions emphasized the increasing adoption of AI-driven tools and immersive environments in teaching. Numerous participants presented on the pedagogical implications of AI in education—from generative tools that assist curriculum development to adaptive learning platforms that respond to student needs. Against this backdrop, the VR-Lab’s contributions highlighted how immersive experiences can complement and extend these developments, offering new spatial, experiential, and collaborative dimensions to learning.
Hassan’s paper, titled “Integration of VR in Landscape Architecture Education: Insights from Case Studies,” explored how immersive technologies are reshaping teaching and learning in design education. Drawing on a series of applied case studies developed at the VR-Lab, the paper traced the evolution of VR’s role in the curriculum. It presented how VR has been used to support deeper engagement with spatial and environmental topics, by immersing students in complex design scenarios that blend theory with interactive visualization. Across these case studies, the pedagogical potential of VR became evident. Students not only gained access to more engaging and intuitive visual content, but they also developed critical thinking and collaborative skills by working with spatial data, modeling, and interpretive frameworks. In each instance, VR acted as both a medium and a method—enhancing experiential learning while also inviting reflection on digital ethics, authenticity, and representation.
However, the paper did not overlook the challenges associated with integrating immersive technologies into academic practice. It acknowledged the persistent constraints related to cost, infrastructure, and training. Educators must be supported in acquiring the necessary technical competencies, and students must be guided to avoid disorientation or disengagement in highly immersive environments. Importantly, the paper emphasized that these tools should not be used in isolation, but rather embedded within robust pedagogical frameworks. Drawing from constructivist and experiential learning theories, Dr. Hassan argued for an intentional and theory-informed approach to technology adoption, one that foregrounds student-centered learning and encourages active knowledge construction through experience.
In addition to the paper presentation, Dr. Hassan chaired one of the conference’s thematic sessions on architectural education. This role provided a platform to engage more deeply with international colleagues exploring similar questions—how digital tools are reshaping design pedagogy, what kinds of new literacies students need, and how institutions can respond to the accelerating pace of technological change.
Looking ahead, the VR-Lab continues to expand its research and teaching initiatives. New projects are now underway that explore AI-assisted landscape design workflows and the development of multi-user immersive environments for collaborative studio teaching. These efforts build directly on the experiences and lessons shared at HEAd’25 and reflect the lab’s vision of innovation, interdisciplinarity, and educational equity.