The evolution of educational technology has introduced innovative methods to enrich learning experiences, with Virtual Reality (VR) emerging as a significant tool, particularly in specialised language education. This study investigates the integration of VR in teaching Economic English, addressing a notable gap in practical application and evaluation in this area. The primary aim was to design, implement, and evaluate a VR-based course to improve learning outcomes in Economic English. This research was guided by three main questions: How does VR contribute to immersion and interaction in learning Economic English? What are the pedagogical benefits of using VR in specialised language education? How can VR technology be optimised to enrich educational outcomes? Quantitative and qualitative methodologies were employed, involving 40 undergraduate students majoring in Economics. Pre- and post-course assessments, feedback surveys, and focus groups were used to gather data. Results demonstrated significant improvements in students’ comprehension and application of economic terms and concepts, with increased engagement and motivation attributed to the immersive and interactive capabilities of VR. Based on the findings, the study proposes practical recommendations for developing effective VR courses, specifying five key principles: modular structuring, immersive learning, active interaction, content focus, and moderate control. These principles are essential for maximising the educational benefits of VR and can serve as a framework for future VR course development across various disciplines. The study acknowledges the potential of VR to transform specialised language education, suggesting directions for future research in cross-disciplinary applications.