Virtual reality (VR) is swiftly evolving into a transformative tool in education, offering immersive environments that facilitate social-emotional learning (SEL) and enhance emotional regulation, particularly among adolescents. This study intends to explore the application of a VR design framework specifically customized for the Malaysian context, with the objective of strengthening social-emotional learning and establishing emotional regulation skills in adolescents. The study collects and analyses data through the VR application named mVR-REAL utilizing a VRSEL framework, which encompasses essential design principles such as user interface (UI), presentation layer (PL), and brain activity (BA) in the execution of VR-based social-emotional learning (SEL) interventions, highlighting the opportunities and constraints within Malaysian educational settings. The data analysis is performed utilizing SPSS. A total of 127 students from four secondary schools were enrolled in this study. Majority of the respondents were female (51.2%, n = 65). All respondents answered usability instrument and the emotional questionnaire. Overall, the data suggests that the system has strong usability, with most users rating it as good. The mean score above 86% and the high proportion of good ratings reflect positively on the user experience. However, the presence of some users with scores below 80% highlights opportunities to further enhance usability for all users.