This paper examines the utility of virtual simulation as an inclusive learning activity. Using a framework derived from literature, the Virtual Simulated International Placements (VSIP) were developed, and we explored the experiences of learners and facilitators to identify the pedagogical practices that they adopted during the learning activities with an approach inspired by phenomenography. Data from focus groups with 6 learners and 6 facilitators who participated in the VSIP were analysed along with 64 survey responses from learner participants. The findings of the study indicate there were three key concepts of the virtual simulation which supported inclusive learning environments. Overall, the participants' reflections indicated that the VSIP offered an accessible and usable way to engage in international placements that supported a personalised learning journey. Finally, the findings suggested VSIP should incorporate a diverse range of perspectives, backgrounds, and experiences to create and promote an inclusive learning environment. Further research can explore if these activities create a greater acceptance of different peoples' perspectives and cultures as well as impact stereotypes and biases. In addition, key concepts that made this teaching and learning activity inclusive could aid future investigation into how and why virtual simulations can be inclusive.