Effectiveness of Implementing Virtual Reality in the Training of Teachers for Interactive Learning

Abstract

Modern education requires innovative approaches to the training of future teachers, particularly through information and communication technologies that contribute to improving the quality of the educational process. The article aims to analyze the potential of modern digital tools for improving the professional competencies of future teachers in the context of implementing interactive educational practices. Methods. The article uses methods of pedagogical observation, comparative analysis, expert evaluation, and questionnaires of education seekers and teachers of pedagogical universities. As a result of the study, it was found that introducing immersive  technologies into the educational process increases the effectiveness of teacher training, ensuring their readiness for the challenges and needs of modern digital education. The potential of virtual reality as a tool for modernizing the educational environment is revealed, particularly for forming the readiness of future teachers to work with digital and interactive technologies. The impact of virtual tools on developing teachersʼ professional competencies, increasing student involvement in the educational process, increasing motivation, and developing interactive skills is analyzed. Several obstacles, particularly technical, financial and methodological, hinder the widespread use of immersive technologies in teacher education. Special attention was paid to analyzing pedagogical practices that demonstrate the successful integration of virtual learning tools into training modules, simulation sessions and virtual laboratories. The importance of developing critical thinking, digital culture, and the ability to adapt to a rapidly changing technological environment was emphasized. The role of interactive virtual reality environments in developing emotional intelligence, empathy and communicative interaction, which are key components of modern pedagogical activity, was also considered. Conclusions. The introduction of virtual reality technologies into teacher training contributes to the renewal of the content of education, the development of teachers' digital literacy, the integration of innovative teaching methods and the formation of strategic guidelines for digital transformation. Prospects for further research on personalizing educational experiences using virtual platforms, considering studentsʼ learning styles, are identified.