The integration of Virtual Reality (VR) and immersive technologies into higher education is proving to be a powerful catalyst for pedagogical innovation, especially in the context of Final Degree Projects (FDPs) in technological and engineering disciplines. These projects often represent a critical stage in the academic journey of students, demanding high levels of autonomy, technical skill, and motivation. In this context, immersive technologies offer unique opportunities to enhance both the process and the outcomes of these capstone experiences.

This paper presents the use of VR and immersive environments as transformative tools in the design, development, and presentation of Final Degree Projects. Based on a series of case studies conducted at the undergraduate level in engineering programs, the research demonstrates how these technologies contribute significantly to improving students’ engagement, creativity, and capacity for applied problem-solving. VR enables the simulation of real-world systems, interactive prototyping, and visualization of complex data, all of which enrich the quality and depth of FDPs.

From a motivational standpoint, immersive technologies offer a stimulating and modern approach that aligns with students’ expectations of technological relevance in their academic journey. The ability to design and test solutions in virtual environments not only increases student satisfaction but also fosters a deeper sense of ownership and professional identity during the final stage of their degrees. These tools also facilitate collaborative work and interdisciplinary approaches, adding further value to the FDP as a holistic educational experience.

Furthermore, the implementation of immersive technologies in Final Degree Projects equips students with future-ready competencies, preparing them for a rapidly evolving technological landscape. The adoption of VR tools encourages active learning, critical thinking, and iterative design methodologies aligned with industry standards. Institutions that promote these practices also benefit from increased visibility, innovation credentials, and enhanced learning outcomes.

This paper concludes with recommendations for effectively integrating immersive technologies into the structure and evaluation of FDPs, including considerations for infrastructure, faculty training, and academic policy. Emphasis is placed on scalability, accessibility, and the creation of open educational resources that support broader adoption across institutions.

Keywords: Final Degree Project, Virtual Reality, Immersive Technologies, Engineering Education, Student Engagement.