| Summary: | Unlike the traditional methods of instruction, for example lectures and video learning, immersive technology-based construction education and training such as that using virtual reality is one of the ways of equipping workers/learners with the relevant practical knowledge for improving health and safety in the industry. Using a systematic literature review of studies published from 2008 to 2023, the authors of the study in this chapter examine the major drivers of immersive technologies in construction health and safety (CH&S) education and training. They categorise the drivers as knowledge and practical experience or performance indicators. While both consist of eight main sub-themes, the former incorporates knowledge retention, real-world experience, and limited conventional pedagogical methods; the latter, performance indicators, demonstrate how technology in CH&S education and training can improve safety behaviour, meet industry skills requirements, and avoid risks from training. The authors also find that the quest to ensure optimum knowledge acquisition and retention and ensure that workers experience real-life construction activities and associated risks drives organisations to embrace technology for CH&S education and training. However, the findings need to be empirically validated, and it is unknown the extent to which the factors determine the discourse; therefore, the authors recommend conducting studies that address this. Nevertheless, the study does have implications for developing strategies for immersive technology implementation in CH&S education and training. © 2025 selection and editorial matter, Nnedinma Umeokafor, Fidelis Emuze, Che Khairil Izam Che Ibrahim, Riza Yosia Sunindijo, Tariq Umar, Abimbola Windapo and Jochen Teizer.
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