Higher Education Institutions are introducing Virtual-Reality (VR) development courses and divisions focussing on the development of Virtual Environments which are in high demand. Students without a programming background are not familiar with the processes of developing Virtual Assembly Training Systems (VATS), consequently, they learn through trial and error. To address this challenge the development of two similar VATS was observed to propose a framework detailing the workflow, roles, tasks and deliverables undertaken during development. Both VATS are based on the assembly of a top bracket, an elementary railcar component rendered via the HTC Vive Pro. The first VATS was developed by expert developers and the other through project-based learning with five engineering students. The case study was conducted at the Railcar Learning Factory wherein SolidWorks, Sketchup, Blender and Unreal Game Engine were used for CAD modelling and visual scripting. The encountered challenges and best practices evolved into the proposed framework. Findings suggest that engineers without a programming background can develop VATS when capacitated with a blend of asynchronous and synchronous learning. Importantly, Learning Factory Managers should consider the lifecycle of VR prototypes to ensure their usage in the industry. This approach can contribute to generating industry-relevant research output.