Abstract
This study aims to evaluate the effectiveness of virtual reality (VR)- and simulation-based STEM instruction in developing students’ soft skills through a systematic review and meta-analysis. The study was conducted in accordance with the PRISMA guidelines and employed a meta-analytic approach. Empirical studies published between 2015 and 2025 were identified from the Scopus, Web of Science, ERIC, and Google Scholar databases, and their quantitative data were analyzed using Comprehensive Meta-Analysis (CMA) software. The results indicate that VR- and simulation-based STEM instruction has a statistically significant, medium-to-high effect on the development of students’ soft skills. In particular, virtual laboratories and problem-based simulation activities show a strong positive effect on communication, teamwork, and critical thinking skills. These findings support the use of VR and simulation technologies as evidence-based pedagogical tools for enhancing students’ soft skills in STEM education and contribute to the advancement of digital STEM learning environments and curriculum innovation.