This study investigates the efficacy of an immersive, constructivist-based virtual reality (VR) intervention for the preservation and transmission of intangible cultural heritage (ICH), focusing on the mythopoetic corpus of the Peirene Fountain in ancient Corinth. The Peirene Fountain embodies a nexus of tangible and intangible heritage, most notably the myth of the nymph Peirene and the taming of Pegasus by Bellerophon. Since the traditional ICH dissemination modalities (e.g., oral narration, static text) are inadequate for engaging contemporary, digitally literate audiences, a VR experience on the Virtual Education Collaborative System (VECOS) platform was designed, leveraging its no-code, 3D objects scan import, AI assisted narrative sequencing, real-time event tracking, and cross device accessibility to create a multi-user, problem-based learning environment. Guided by the Constructivist Theory of Learning, users’ prior knowledge is scaffolded and extended through interactive, puzzle-oriented tasks, anchored by 3D reconstructions of key artifacts that facilitate situated, social learning and cognitive apprenticeship. Early validation involved 37 master’s students of the “Science and Metaverse Technologies” program, whose unstructured observational data, like scale surveys (mean engagement = 4.2/5; comprehension = 3.8/5), and semi‐structured group interviews indicated high levels of immersion, narrative retention, and emergent collaborative behavior. Findings suggest that the constructivist VR framework in VECOS significantly enhanced user engagement, contextualization of mythic narratives, and sustainable ICH transmission. Moreover, the modular, scalable architecture of VECOS suggests broad applicability to diverse heritage contexts, while limitations, such as narrative pacing, multimodal feedback, and hardware accessibility, underscore avenues for iterative refinement and future research.