Inclusive Futures: Using Virtual Reality to Transform EDI Education and Enhance Student Outcomes
Over the past few months, I have been leading a project that asks a simple but powerful question:
What if we could feel what inclusion - or exclusion - really looks like?
With support from the Alliance Manchester Business School Research Innovation and Inclusion Scheme, I have been exploring how Virtual Reality can reshape Equity, Diversity, and Inclusion (EDI) education by transforming it from something we discuss into something we actively experience.
The project is still in progress, but the objective is clear.
I aim to understand whether immersive, emotionally engaging simulations can help students more effectively recognise and respond to non-inclusive behaviours, including subtle microaggressions, unconscious bias, and more overt forms of exclusion. Using Virtual Reality headsets, students are placed in realistic, interactive scenarios and invited to reflect on what inclusion feels like when it is present—and when it is not. I have been working with both undergraduate and postgraduate participants and gathering their insights through interviews, surveys, and follow-up sessions to examine not only their immediate responses but also any longer-term impact.
For me, this is not simply about testing new technology. It is about reimagining how we approach EDI education in ways that are grounded, practical, and capable of encouraging lasting behavioural change.
What I Am Learning So Far
Although the project is still underway, the initial feedback has been very encouraging. Students have described the Virtual Reality scenarios as emotionally impactful and unexpectedly thought-provoking. Some have shared that the experience prompted them to reconsider moments they had previously overlooked, while others noted that it gave them greater confidence to challenge exclusionary behaviours in the future.
Data collection and follow-up evaluations are ongoing, but early observations suggest that Virtual Reality may offer a more powerful and memorable learning experience than more conventional formats.
Why This Work Matters to Me
This project has also created space for meaningful interdisciplinary collaboration. I have had the opportunity to bring together expertise from education, technology, and behavioural research. It has been especially rewarding to contribute to the development of a learning experience that supports student growth while also promoting a broader culture of inclusion within Alliance Manchester Business School.
What Is Next
Over the coming months, I will complete the next phases of data analysis and begin sharing preliminary findings with colleagues across the School. I hope that this work will help inform the design of future EDI training programmes and offer a strong evidence base for using immersive technology in higher education settings.
Although this project is still developing, what I have seen so far is promising. When students are given the opportunity to experience inclusion—and exclusion—in a way that feels real, that learning becomes much harder to forget. And that is where meaningful change can begin.
Interested in the results? Stay tuned!