Abstract
Virtual production (VP) is becoming central to film and television education, with universities offering degree programs, minors, tracks, electives, and short-term credentials. This review of 115 English-language sources, including 55 curricula from 49 higher education institutions (HEI), shows VP as a socially uneven, tool-weighted formation clustered in well-resourced Anglophone systems. Curricula overwhelmingly foreground real-time workflows, engine-driven pipelines, and stage operations over story development, audio design, and game-adjacent or interactive practices. The core tools include the Unreal Engine, motion-capture systems, and LED volumes, framed as prestige infrastructure rather than collective capacity. Programs emphasize employability, production-style blocks, and 'learning by doing real jobs', supporting industry transition but compressing experimentation, critique, and cross-cultural perspectives. Competency stacks map robust technical cores but reveal structural gaps in leadership, narrative, sound, and AI/ML literacy. The findings argue that evaluating VP education requires analyzing how programmes distribute technological and symbolic capital, organize human-machine networks, and produce learning spaces. Future research should model VP curricula as sociotechnical networks, measure AI integration maturity, test transferability, track longitudinal outcomes, map non-English ecosystems, and formalize stage pedagogy frameworks.