Virtual Reality (VR) is increasingly recognized as a powerful medium for learning, capable of transforming how complex spatial and scientific phenomena are communicated. In higher education, project-based learning and research-integrated teaching approaches enable students to acquire both disciplinary knowledge and transversal skills through authentic design challenges. In parallel, VR is gaining momentum in science communication for public engagement, helping audiences visualize invisible or abstract processes such as geological or energy-system dynamics. While both strands - educational VR and public-facing VR - are well studied independently, little is known about how they can be connected to form a continuous learning structure that benefits multiple audiences.

This paper presents such a connection through a case study of a university VR course linked to public science communication events on geothermal energy. A virtual “elevator into the underground,” developed by students and refined for exhibition use, served as a shared artefact across formal and informal learning contexts. Qualitative evaluation following Kirkpatrick’s model showed high motivation and significant learning gains among students, as well as strong engagement and knowledge transfer among public participants. The results highlight how authentic sustainability contexts and the reuse of student-created artefacts can foster linked learning ecosystems that bridge education, research, and public engagement.