Application of Immersive Solutions in the Formationof Professional Competencies of Future Teachers
DOI:
https://doi.org/10.15291/ai.4825Keywords:
immersive technologies, pedagogical education, professional competencies, teacher training, digital competence, subject differentiation, immersive learning environmentsAbstract
Immersive technologies are becoming a powerful tool for the transformation of teacher education, creating unprecedented opportunities for the formation of professional competencies of future teachers through immersion in virtual educational environments. This study examines various immersive learning technologies including virtual educational reality, augmented educational reality, mixed educational reality, and explores educational platforms as a means of creating an immersive educational environment. The introduction of these technologies is especially relevant in the context of digitalization of education and difficulties in teaching due to war, which stimulate the search for innovative forms of teacher training. The purpose of to study the use of modern online animation technologies in the training of higher education specialists. The methodology is based on an empirical study that included a survey of 60 students of pedagogical specialties. The study found that immersive technologies are perceived as the most effective for developing digital competence (average score of 4.6 on a 5-point scale, 85% of positive ratings) and mastering modern educational technologies (4.5 points, 82%). Significant differences in the availability of immersive technologies between the capital’s (83% of students had experience with VR) and regional educational institutions (35%) were found. The three most effective models for integrating immersive technologies have been identified: modeling real professional situations (efficiency 4.8 points), combined use of different types of technologies (4.6 points), and involvement of students in the development of immersive educational products (4.5 points). The results of the study are of practical value for the development of strategies for the technological modernization of teacher education in Ukraine.
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Copyright (c) 2026 Halyna Kuznetsova, Nataliya Maftyn, Larysa Maftyn, Nadiia Rostykus, Yuriy Dzekun, Serhii Cheripko
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