The use of Virtual Reality (VR) in education is rapidly increasing due to the immersive and interactive environments it provides that support the nature of engineering learning experiences that can be difficult, hazardous, or resource-intensive. However, this rapid growth of VR-based educational systems has produced a fragmented literature. This paper presents a scoping review of 32 peer-reviewed studies published between 2012 and 2025 that examine the use of VR in engineering education contexts. Using a structured extraction and descriptive synthesis approach, the review analyzes trends across engineering domains, learning objectives, VR modalities, instructional roles, learner populations, and evaluation methods. The results reveal a strong emphasis on procedural learning objectives, including laboratory skill rehearsal, equipment operation, and safety-oriented training. Despite this focus on procedural tasks, evaluation practices are frequently limited to short-term, perception-based measures, highlighting a structural misalignment between learning objectives and assessment methods. Furthermore, VR is most often deployed as a supplementary instructional tool rather than as a fully integrated component of course design.