Purpose – This study investigates the mediating role of virtual experience in the relationship between UTAUT2 constructs and perceived employability among vocational high school students. While previous research has examined students’ behavioral intentions toward augmented reality (AR) and virtual reality (VR) using UTAUT2, their impact on job market readiness remains underexplored. This study aims to bridge this gap by integrating UTAUT2 with virtual experience to assess how immersive learning influences perceived employability. Design/methodology/approach – A quantitative, non-experimental research design was employed, using cross-sectional data collected from 402 vocational high school students across five regencies in Indonesia. Participants were introduced to AR and VR learning materials before completing an electronic questionnaire. Data were analyzed using structural equation modeling (PLS-SEM) to examine the relationships between UTAUT2 variables, virtual experience and perceived employability. Findings – Effort expectancy was the only UTAUT2 variable with a significant direct effect on perceived employability, indicating that ease of use enhances students’ confidence in their job readiness. However, virtual experience significantly mediated the effects of performance expectancy, hedonic motivation, social influence, price value and facilitating conditions. This suggests that immersive AR/VR engagement is essential for translating these factors into employability perceptions. Students benefit most when they actively experience AR/VR rather than relying solely on expectations or external influences. These findings highlight the need for well-designed virtual training programs that enhance engagement, realism and practical application in vocational education. Practical implications – The study highlights the importance of aligning immersive virtual experiences with students’ perceptions of usability to enhance employability outcomes. Rather than relying solely on industry-specific simulations, educators and vocational institutions should prioritize ease-of-use and pedagogical relevance to ensure that immersive technologies translate into perceived job readiness. This implies the need for instructional design that emphasizes guided interaction, clarity of task expectations and meaningful linkage between virtual tools and real-world competencies. Originality/value – This study extends UTAUT2 by incorporating virtual experience as a mediating factor in vocational education. Unlike previous studies that primarily focused on technology adoption, this research provides a novel perspective on how immersive virtual experiences enhance job readiness. By integrating experiential learning with technology acceptance theories, this study contributes to the growing body of literature on vocational training and employability. © 2025 Emerald Publishing Limited
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