ABSTRACT
Immersive learning using virtual reality to deliver a competency-based curriculum in social work education is explored with attention to helping students acquire key competencies of engaging diversity and with individuals by developing practice skills in empathic communication. The chapter reviews strategies and recommendations to support ethical use of a virtual reality exercise to embody the social identity of an older person with disabilities. The approach to assessing student interest and learning using mixed qualitative and quantitative methods is reviewed along with outcomes. Students increased their vocabulary of empathic social work practice responses and perspective-taking about aging and disability. Instructors who support reflection before and after student embodiment in a virtual reality scenario to encourage critical thinking about disability and aging can help support acquisition of knowledge and skills necessary to acquire social work practitioner competencies.
