In the present study, Virtual Professional and Academic Learning Communities (VPALC) were used to offer academic, technical (IT), psychological, and reflective support to undergraduate final-year Business students in the UK with the aim of meeting their needs for sustainable learning development, networking, training and professional growth through peer support and interaction with experienced professionals in the post-Covid-19 era. An exploratory survey design and anonymous feedback via Mentimeter during the implementation were used to examine the impact of VPALCs on students’ attitudes and academic performance within a one-year time frame. Descriptive statistics and thematic analysis were employed to examine the data. Findings indicated that VPALCs can be used to support students, especially BAME in closing the awarding gap, through collaboration, peer mentoring/coaching, networking, and sharing of resources. The study provides recommendations for Business Schools to support students through VPALCs as they can enhance knowledge transfer, peer support and sustainable learning.