Transformation of the cognitive space of higher education through the integration of generative artificial intelligence and immersive technologies

Abstract

The relevance of the study is determined by the intensification of digitalization in higher education and the growing role of generative AI and immersive technologies, which significantly transform the nature of students’ cognitive activity and require a reconsideration of the organization of the educational process. The purpose  of the article is to substantiate the foundations of the transformation of the cognitive space of higher education under the conditions of integrating generative AI and immersive technologies and to determine the directions of their effective use in educational practice. The research methods are based on theoretical generalization, analysis and synthesis of scientific sources, a logical-analytical approach to the interpretation of cognitive processes, as well as a comparative analysis of modern educational practices of using digital technologies. As a result of the study, the essence and structural characteristics of the cognitive space of higher education are clarified as an integrated system of interaction between the learner, digital tools, and organizational mechanisms. The functional capabilities of generative AI and immersive technologies are analyzed, and their impact on the transformation of cognitive activity is identified, particularly through the personalization of learning, the development of analytical thinking, and the formation of experiential learning. Approaches to the integration of these technologies into the educational process are substantiated based on their alignment with learning objectives and outcomes. Key scientific and practical problems are identified, including the risk of superficial knowledge acquisition, the decline of cognitive autonomy, difficulties in metacognitive regulation, the transformation of assessment approaches, and the fragmentation of technology implementation.Conclusions. It is proven that improving the quality of the educational process is achieved under conditions of systematic integration of generative AI and immersive environments, oriented toward the development of the ability to analyze, interpret, and apply knowledge in changing conditions. The conclusions confirm the feasibility of using generative AI as a tool for intellectual support and immersive technologies as an environment for the application of knowledge. Prospects for further research are related to the development of methodological models for integrating these technologies, the formation of criteria for assessing their impact on cognitive processes, and the empirical verification of their effectiveness in educational practice.