Abstract：

Virtual Reality (VR) is emerging as a transformative tool in vocational education by providing immersive environments that replicate workplace conditions. Guided by embodied cognition theory, this study examines the integration of VR into smart cargo handling instruction through literature review, action research, and classroom experimentation. A three-phase model was applied at Shanghai Harbor School, demonstrating improvements in accuracy, safety, and motivation compared with traditional methods. Despite challenges in cost, technology, and teacher readiness, VR-supported teaching shows strong potential for advancing logistics training and vocational education reform.

Key Words：

Virtual Reality; embodied cognition; smart cargo handling; vocational education; immersive learning