The rapid advancement of technology has revolutionized the educational landscape, offering unprecedented opportunities for innovation and enhancement in teaching and learning. This paper explores the integration of Virtual Reality (VR) technology into educational practices, particularly in addressing challenges related to oral competency among learners. Drawing upon existing literature and the context of the global pandemic, which emphasized the significance of technology in education, the study focuses on the development of a set of rubrics for assessing VR-integrated presentations for undergraduate students. The methodology involves three stages: criteria generation, rubric design, and validation. Criteria such as content, organization, eye contact, clarity, filler words, pace of speech, and duration are identified and incorporated into the rubric design, with distinctions established to categorize learners’ competency levels. The rubric’s content validity is ensured through expert evaluation, while a test-run session involving professionals provides valuable feedback for further refinement. This research contributes to the growing body of literature on technology-enhanced learning by providing a structured framework for assessing VR-assisted presentations, thus facilitating effective integration of VR technology into educational practices.