Digital technologies, including artificial intelligence and immersive media such as virtual reality (VR), are increasingly shaping human perception, interpersonal relationships, and the understanding of oneself and others. Within theological and philosophical anthropology, this raises the question of how such technologies influence the development of fundamental human virtues, particularly empathy, responsibility and care for others. Rather than asking whether technologies can simulate human experiences, it is more important to understand how they are embedded in relational contexts in which virtues are formed and cultivated. This paper draws on qualitative research conducted within an educational project exploring the use of virtual reality to foster empathy among adolescents (VR4Empathy). The analysis of reflections from both students and teachers revealed that the quality of interpersonal relationships in the classroom was consistently perceived as more important than the technology itself in shaping meaningful learning experiences. Participants emphasized trust, openness and a supportive learning environment as essential conditions for engaging with VR experiences that enable perspective-taking and reflection on the experiences of others. The findings suggest that immersive technologies can support educational processes that encourage reflection on others' perspectives, but they do not generate empathy independently. From the perspective of relational anthropology and the Judeo-Christian understanding of virtues, empathy emerges primarily within human relationships. Digital technologies therefore do not replace relational experience but may function as tools whose ethical and anthropological significance depends on the relational contexts in which they are used.