This study, titled “Virtual Reality (VR) Technology as a Pedagogical Tool in Teaching Christian Religious Studies in Nigeria,” investigates how immersive technology can improve the teaching and learning of Christian Religious Studies (CRS). Traditional CRS instruction in Nigeria is largely text-based and teacher-centered, making it difficult for learners to visualize biblical settings or relate lessons to lived experience. Guided by Constructivism and Experiential Learning Theory, the study adopted a library-based qualitative approach and reviewed literature on pilgrimage, digital religion, and educational technology. It addressed four questions on how VR can simulate CRS-relevant visits to Christian heritage sites, its educational benefits, the challenges of adoption in Nigeria, and strategies for effective integration.

The findings show that VR can be applied through guided virtual excursions that replicate Christian heritage sites, transforming abstract lessons into interactive, experiential learning. It enhances student engagement, contextual understanding, and knowledge retention, making CRS more vivid and meaningful. Major challenges include infrastructural deficiencies, limited teacher capacity, high costs, and ethical concerns about representing sacred spaces. These issues call for capacity building, improved infrastructure, and the creation of culturally relevant VR content. The study recommends teacher training in digital pedagogy, curriculum reform to incorporate VR-based objectives, and collaboration among schools, churches, and technology providers. It concludes that VR should be regarded not as a luxury but as a pedagogical necessity for making CRS more interactive, experiential, and contextually relevant in Nigeria’s educational system.