La inteligencia artificial (IA) ha emergido como un elemento clave en la transformación del mundo laboral, marcando el comienzo de lo que muchos llaman la "Cuarta Revolución Industrial". Esta innovación tecnológica ha abierto un debate importante sobre su impacto en el empleo, generando preguntas sobre si la IA creará más puestos de trabajo de los que eliminará y cómo se modificarán las tareas laborales.

Este artículo de revisión sistemática se centra en explorar las consecuencias de la inteligencia artificial en el mercado laboral. El análisis aborda cómo influye en la creación, eliminación y modificación del empleo, además de la demanda de nuevas habilidades y las condiciones en las que se trabaja. La investigación se realizó mediante una revisión sistemática basada en ocho documentos académicos relevantes publicados entre 2017 y 2025. Estas fuentes fueron seleccionadas y analizadas para ofrecer una perspectiva sólida sobre los efectos multidimensionales de la IA.

Professional education in the university context faces various challenges in providing learning experiences that accurately replicate authentic work environments. Similarly, conventional teaching methods often lack effective resources to simulate complicated professional scenarios without compromising student safety, which limits the development of practical skills in regulated environments.

In this context, immersive virtual reality (IVR) emerges as an educational tool with great potential to enhance practical learning through simulated environments. Although many studies highlight its educational advantages, it is also essential to analyze the technical limitations that hinder its effective integration into higher education.

The purpose of this study is to conduct a systematic review of the current scientific literature on the use of IVR in university contexts, focusing the analysis on its main benefits and the technical limitations that affect its implementation. A non-experimental qualitative methodology was used, following the guidelines of the PRISMA model. Academic databases such as Google Scholar and EBSCO were reviewed, restricting the search to publications from 2020 to 2025. Terms such as "virtual reality immersion," "university education," "simulation in teaching," and "technical constraints" were used. From an initial total of 39 articles, 7 were selected that met the defined inclusion criteria.

The results demonstrate that IVR is an effective resource for enhancing practical and contextualized learning in university education. However, its implementation is limited by several technical factors, such as the lack of appropriate infrastructure, high equipment purchases and maintenance costs, limited teacher training, and compatibility issues between platforms.