Currently, the digitization of heritage has become a research hotspot, but there remain gaps in evaluating the effectiveness of its digital dissemination. This qualitative study explores the indicators influencing the effectiveness of digital dissemination of intangible cultural heritage (ICH), with a special focus on Shu brocade weaving techniques, which is the national ICH item of China and has a high cultural, economic, and artistic value. Original data for this study was collected through semi-structured interviews with the most representative stakeholders. Based on the grounded theory, interviews were further analyzed through NVivo software 14, and 30 indicators were identified. The results of this study reveal the importance of indicators related to the authenticity and integrity of cultural connotations as well as the transmission of traditional skills, especially through stakeholder participation, in the digital dissemination of ICH. This study emphasizes the significance of improving the effectiveness of digital dissemination for the sustainable development of ICH and the preservation of precious culture for future generations.

In the current era of educational digitalization, Learning Management Systems (LMS) serve as the critical backbone of online learning for content delivery, administration, and communication. This study addresses key limitations in delivering hands-on training for online Technical and Vocational Education and Training (TVET), using Malaysian automotive programs as a case. It develops and provides an initial validation for a sustainable Virtual Reality-LMS (VR-LMS) framework to explore its potential to enhance immersive learning, engagement, and skill assessment. This study firstly triangulated literature, stakeholder interviews, and national data to define the problem and quantitatively evaluated a VR intervention with 100 automotive engineering students using an extended Unified Theory of Acceptance and Use of Technology (UTAUT) model; further designed a validated multimodal VR-LMS conceptual model; and finally developed a sustainable implementation strategy. Results show high training performance (M = 92.55) and examination achievement (M = 89.78). Structural Equation Modeling indicated that Performance Expectancy (β = 0.78), Hedonic Motivation (β = 0.25), and Effort Expectancy (β = 0.45) are significant predictors, with the model explaining 66.3% of the variance in learning outcomes (R² = 0.663). The findings provide integrated empirical evidence that embedding multimodal VR into an LMS can contribute to creating a more sustainable and effective educational model by fostering engagement, practical competence, and instructional effectiveness, which offers a promising sustainable solution framework for TVET institutions, educators, and policymakers, aligning with Malaysia’s digital transformation and workforce development agendas.

The integration of Virtual Reality (VR) in vocational education has introduced new possibilities for immersive skill development, yet there remains a lack of standardized evaluation frameworks to assess its effectiveness. This study addresses this gap by comparing existing evaluation methods for VR-based training, analyzing student performance data, and proposing a refined assessment model for vocational education. The research involved 83 students (ages 13–17) from three Malaysian institutions: E-Access International College (n=42), Langkawi Vocational College (n=25), and Faculty of Engineering and Built Environment (n=16). Participants underwent VR-based training covering three essential engine maintenance procedures: replacing a valve cover gasket, removing a gasket from the exhaust manifold, and replacing a gasket on the intake manifold. A mixed-methods evaluation approach was employed, incorporating quantitative performance analysis and qualitative learner feedback. The findings revealed a consistent negative correlation between task completion time and overall scores across three examinations, with the strongest correlation observed in Exam 1 (r = -0.411), followed by Exam 2 (r = -0.297) and Exam 3 (r = -0.235). This indicates that faster task completion generally led to higher proficiency. The highest score recorded was 100 (93.26%), while the lowest was 69 (64.49%), with an overall mean score of 84.35 (Exam 1), 86.10 (Exam 2), and 90.36 (Exam 3) out of 107. The internal consistency measured by Cronbach’s alpha was 0.543, highlighting the need for a more structured assessment approach. A comparative review of existing evaluation models including Kirkpatrick’s model, Bloom’s Taxonomy, and the Technology Acceptance Model (TAM) that revealed limitations in their applicability to immersive VR training. To address this, the study introduces a new VR-based training evaluation framework that integrates task standardization, adaptive difficulty levels, and real-time performance feedback. This framework provides a more comprehensive approach to measuring skill acquisition and training effectiveness in vocational settings. The findings advocate for the broader adoption of VR in vocational education and emphasize the need for a structured evaluation model to ensure its practical relevance and scalability.