This study aimed to conceptualize a technology-enhanced and immersive blue curriculum to promote ocean literacy in vocational tourism education, supporting Sustainable Development Goals (SDGs). The method involved design-based research through a structured literature review, curriculum standard analysis, and pedagogical mapping to integrate virtual reality, augmented reality, and 360° media into vocational learning domains. The results show a conceptual framework that links immersive technology with knowledge, skills, attitudes, and sustainability values to foster ocean literacy. This approach was necessary because existing vocational curricula rarely incorporate ocean-related competencies and immersive tools systematically. The proposed model offers a scalable foundation for embedding sustainability education into vocational programs. The impact of this framework is to guide future curriculum development and digital content design, ensuring that tourism graduates are equipped with professional responsibility, environmental awareness, and competencies aligned with SDG 4 and SDG 14. © School of Engineering, Taylor’s University.
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