Challenges of VR Adoption in Iraqi Higher Education

Virtual reality (VR) is an emerging technology with the potential to reshape higher education through immersive and interactive learning experiences. Although early signs of VR adoption are visible in many universities worldwide, its full potential remains underutilized in developing countries like Iraq, mainly due to infrastructural limitations, institutional readiness issues, and policy-related gaps. This review paper explores the key factors influencing the readiness of Iraqi universities to integrate VR into teaching and learning, organized around three core dimensions: infrastructure availability, institutional and human capabilities, and users’ experiences with actual VR applications. To address this gap in the literature, the paper conducts a structured analysis of both international and local research, considering current challenges and future needs. Beyond institutional concerns, it highlights the cognitive and emotional aspects of immersive learning, such as presence, engagement, and interaction, which align with the broader field of cognitive infocommunications (CogInfoCom). The review concludes with practical suggestions to support sustainable VR adoption in under-resourced academic environments. The contribution of this review lies in consolidating fragmented evidence into a coherent picture and providing context-specific recommendations for VR adoption in Iraqi higher education.