In this article, we present the results of research conducted to investigate the perception of VR educational materials for space technology courses being developed at a technological university in Europe. Our aim was to identify potential barriers faced by men and women when entering and continuing this form of education. As both VR and space technology are considered highly technical, they may deter individuals from pursuing courses in these subjects. Therefore, we sought to identify the most relevant constraints in the design of innovative educational materials. To achieve this, we conducted eight sample educational sessions using VR in the field of space education, involving both male and female participants. Employing a mixed-method study design encompassing qualitative and quantitative measures, we discovered that when confronted with difficulties, female participants were more inclined to attribute them to their own lack of skills, while male participants focused on technical shortcomings of the applications. Additionally, we observed that female participants tended to be more self-conscious when using VR headsets and experienced greater discomfort due to a sense of confinement. We also found that female participants exhibited a statistically significant increase in self-efficacy after engaging in VR space educational experiences compared to their pre-VR session levels. Furthermore, both male and female participants demonstrated increase in their intention to engage in space science (various academic domains relating to studying space) following the VR session, which bodes well for the continued development of these educational tools.