Primjena imerzivnih rješenja u formiranju profesionalnih kompetencija budućih nastavnika

Autor(i)

  • Halyna KUZNETSOVA Oleksandr Dovzhenko Hlukhiv National Pedagogical University image/svg+xml
  • Nataliya Maftyn Department of Ukrainian Literature, Vasyl Stefanyk Precarpathian National University
  • Larysa Maftyn Department of Pedagogy and Methods of Primary Education, Yuriy Fedkovych Chernivtsi National University
  • Nadiia Rostykus Department of Preschool and Primary Education, Ivan Franko National University of Lviv
  • Yuriy Dzekun Department of Romance and Germanic Philology, Poltava V.G. Korolenko National Pedagogical University
  • Serhii Cheripko Department of Ukrainian Language, History and Information Activities, State University “Kyiv Aviation Institute”

DOI:

https://doi.org/10.15291/ai.4825

Ključne riječi:

imerzivne tehnologije, pedagoško obrazovanje, profesionalne kompetencije, obrazovanje učitelja, digitalna kompetencija, predmetna diferencijacija, imerzivna obrazovna okruženja

Sažetak

Imerzivne tehnologije postaju moćan alat za transformaciju obrazovanja učitelja, stvarajući neviđene mogućnosti za formiranje profesionalnih kompetencija budućih učitelja kroz uranjanje u virtualna obrazovna okruženja. Ova studija ispituje različite imerzivne tehnologije učenja, uključujući virtualnu obrazovnu stvarnost, proširenu obrazovnu stvarnost, miješanu obrazovnu stvarnost, te istražuje obrazovne platforme kao sredstvo stvaranja imerzivnog obrazovnog okruženja. Uvođenje ovih tehnologija posebno je relevantno u kontekstu digitalizacije obrazovanja i poteškoća u nastavi uzrokovanih ratom, koje potiču potragu za inovativnim oblicima obrazovanja učitelja. Cilj istraživanja jest ispitati primjenu suvremenih online animacijskih tehnologija u obrazovanju visokoškolskih stručnjaka. Metodologija se temelji na empirijskom istraživanju koje je obuhvatilo anketu provedenu na 60 studenata pedagoških studija. Istraživanje je pokazalo da se imerzivne tehnologije percipiraju kao najučinkovitije za razvoj digitalne kompetencije (prosječna ocjena 4,6 na ljestvici od 5 stupnjeva, 85% pozitivnih ocjena) te za usvajanje suvremenih obrazovnih tehnologija (4,5 bodova, 82%). Utvrđene su značajne razlike u dostupnosti imerzivnih tehnologija između obrazovnih ustanova u glavnom gradu (83% studenata imalo je iskustva s VR-om) i regionalnih obrazovnih ustanova (35%). Identificirana su tri najučinkovitija modela za integraciju imerzivnih tehnologija: modeliranje stvarnih profesionalnih situacija (učinkovitost 4,8 bodova), kombinirana upotreba različitih vrsta tehnologija (4,6 bodova) i uključivanje studenata u razvoj imerzivnih obrazovnih proizvoda (4,5 bodova). Rezultati istraživanja imaju praktičnu vrijednost za razvoj strategija za tehnološku modernizaciju obrazovanja učitelja u Ukrajini.

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Preuzimanja

Objavljeno

15.04.2026.

Broj časopisa

Svezak 22 Br. 2 (2025)

Rubrika

Izvorni znanstveni članak

Licenca

Autorska prava (c) 2026 Halyna Kuznetsova, Nataliya Maftyn, Larysa Maftyn, Nadiia Rostykus, Yuriy Dzekun, Serhii Cheripko

Licenca Creative Commons

Ovo djelo je licencirano pod licencom Creative Commons Attribution 4.0 Međunarodna licenca.