This study explores the integration of gamified approaches, such as Capture the Flag (CTF) exercises, within cybersecurity education to enhance engagement and skill development. Focusing on the use of virtual reality (VR), the research aims to examine its potential in improving student learning outcomes, fostering critical thinking, and simulating realistic cyber-attack and defense scenarios. Drawing upon frameworks like the European Skills, Competences, Qualifications, and Occupations framework (ESCO) and the Digital Competence Framework for Citizens (DigComp), this study highlights their role in defining essential competencies in digital literacy and cybersecurity. ESCO is a multilingual classification system that connects the labor market with education by categorizing skills, competencies, qualifications, and occupations in Europe. DigComp, on the other hand, defines digital competence as the ability to confidently and critically use digital technologies for learning, work, and social participation. By aligning cybersecurity education with these frameworks, the study emphasizes the importance of immersive and interactive learning environments to develop relevant skills. Using a systematic review methodology, articles were screened based on inclusion and exclusion criteria, resulting in a final selection of five relevant studies. These studies showcase the application of VR in cybersecurity education, ranging from virtual labs to augmented reality games, highlighting their impact on engagement and practical skill acquisition. The findings reveal that VR enhances situational awareness and provides a more engaging and realistic learning experience compared to traditional methods, despite challenges like high implementation costs and technical limitations. This study underscores the evolving role of VR in cybersecurity education, demonstrating its capacity to address complex learning objectives and align with digital competence frameworks. Future research should further investigate the scalability and long-term effectiveness of VR-based approaches in fostering digital literacy and cybersecurity expertise. It details the key research questions guiding the study, the reasoning behind incorporating VR and CTF methodologies, and their relevance to cybersecurity competency frameworks like ESCO and DigComp. Additionally, it expands on the systematic review process, outlining the selection criteria, research methodology, and analytical framework used. The discussion of findings highlights the comparative advantages of VR-based cybersecurity training, its effectiveness in bridging skill gaps, and its potential to improve engagement and knowledge retention.