Chan S.L.Fung J.T.C.Wong M.S.Lee J.J.Chan E.Y.Y.Cheng C.C.W.Lo E.W.S.Hao D.F.Tse W.H.Song H.J.Wan W.H.Hung C.K.S.Sirirat S.i.Kaewtip S.Xia W.Lin C.C.Mahidol University2026-05-072026-05-072026-09-01Nurse Education Today Vol.164 (2026)02606917https://repository.li.mahidol.ac.th/handle/123456789/116554Background: Interprofessional education (IPE) equips healthcare students with collaborative skills essential for patient-centred care. However, fostering engagement in online IPE remains challenging, even as technological advancements enable cross-border learning. This study investigates the effects of virtual reality (VR)-enhanced education on interprofessional learning and student engagement within an online clinical environment. Methods: A randomised controlled cross-over trial was undertaken with 102 undergraduate healthcare students across universities in Hong Kong, Mainland China, South Korea, and Thailand. Participants experienced two online orthopaedic modules and were initially assigned to either the intervention group (Group A: VR-based learning) or the control group (Group B: traditional case-based learning). After a three-week washout period, groups switched modalities so every student experienced both approaches. Self-perceived interprofessional skills (SPICE-R), learner empowerment (LES), and online student engagement (OSE) were measured at baseline (T0), after module one (T1), and after module two (T2). Data were analysed using a linear mixed model that accounted for intervention group, time point, and individual differences. Results: At T1, both groups showed significant improvements in interprofessional skills, with Group A (VR) attaining higher scores (SPICE-R: 16.44; 95% CI: 14.07, 18.82; p < 0.001) compared to Group B (13.91; 95% CI: 11.52, 16.31; p < 0.001). Notably, VR learning produced significantly greater increases in online engagement (OSE: 5.65; 95% CI: 1.43, 9.87; p = 0.009) and learner empowerment (LES: 6.97; 95% CI: 1.44, 12.50; p = 0.014) versus case-based learning. At T2, following crossover, students who experienced VR first sustained higher interprofessional skill gains (d = 4.79; 95% CI: 2.00, 7.58; p = 0.001). Correlations between SPICE-R, OSE, and LES strengthened over time. Conclusions: VR-empowered educational technology significantly enhances interprofessional skills, learner empowerment, and online engagement in global healthcare education. VR integration offers a promising strategy for developing collaborative competencies in diverse, international cohorts. Tweetable abstract: Virtual Reality based educational technology enhances learner empowerment, student engagement, and interprofessional learning in online global healthcare education.NursingSocial SciencesArticleSCOPUS10.1016/j.nedt.2026.1071342-s2.0-10503734313815322793