This study explores the impact of integrating virtual reality (VR) technology into designoriented STEAM education on students’ convergence competency. The main aim was to enhance learners’ abilities to generate innovative solutions, engage in scientific inquiry, and develop design skills through VR-supported design activities. Specifically, the study examined the effects of VR integration, potential gender differences in learning outcomes, and students’ satisfaction and intention to continue with VR-based STEAM learning. A total of 345 elementary and secondary school students participated in the study where they designed VR artifacts to address various socio-scientific issues. For data collection, pre- and post-surveys were conducted to assess changes in convergence competency. Statistical analyses revealed significant overall gains in convergence competency, with no significant gender differences. Most students expressed high satisfaction and a strong intention to continue VR-integrated STEAM education, particularly younger learners. These findings demonstrate the potential of VR to enrich design-oriented STEAM education, promote convergence competency, and advance gender-equitable learning opportunities.