The increasing complexity of engineering systems and the demand for practice-ready graduates have intensified interest in immersive technologies as transformative tools for engineering education. This research examines the pedagogical value and implementation potential of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) in engineering education, with the aim of understanding how immersive technologies can enhance learning outcomes and professional skill development. The study adopts a systematic and integrative review approach, synthesizing recent empirical and conceptual literature across multiple engineering disciplines to evaluate educational applications of VR, AR, and MR. The review reveals that XR-based learning environments significantly improve spatial visualization, procedural understanding, problem-solving ability, and learner engagement, particularly in complex, hazardous, or resource-intensive engineering contexts. However, effective adoption depends on alignment between pedagogical objectives, curriculum design, and technological capabilities. As a literature-based study, findings are constrained by the scope and quality of existing research. Future empirical studies are needed to assess long-term learning impacts, cost-effectiveness, and scalability across diverse institutional contexts. The article provides guidance for educators and curriculum designers on integrating XR technologies into engineering programmes, highlighting considerations related to instructional design, faculty readiness, and infrastructure investment. XR-enabled education can improve access to high-quality practical training, enhance learner safety, and support inclusive engineering education in resource-constrained environments. The study offers a structured, pedagogically grounded framework for XR adoption, advancing understanding of immersive technologies as strategic enablers of future-oriented engineering education.

Keywords

VR, AR, MR, Engineering, Education.