The use of virtual and augmented reality in the professional training of future teachers in Ukraine

Abstract

The intensive introduction of digital technologies in the educational sphere necessitates introducing innovative models of organizing the educational process to increase its adaptability, efficiency, and compliance with the challenges of the digital age. This study aims to substantiate the feasibility of introducing immersive technologies, in particular augmented (Augmented Reality — AR) and virtual (Virtual Reality — VR) reality, into the system of higher pedagogical education to increase its efficiency, motivational potential, and compliance with current digital challenges. Methods. The work uses methods of theoretical analysis, comparison, synthesis, and systematization of scientific sources, as well as the method of generalizing pedagogical experience in the digitalization of education. An analytical review of the characteristics and capabilities of AR/VR technologies, as well as the regulatory and methodological foundations of their implementation in teacher training, is conducted. Results. The fundamental differences between AR and VR are highlighted, and their educational functions, advantages, and limitations in the Ukrainian pedagogical reality are determined. It is established that immersive technologies positively impact the formation of key professional competencies: digital, pedagogical, communicative, critical thinking, and the ability to act in non-standard conditions. Examples of successful didactic applications are given, particularly markerless augmented reality, digital simulators, and training equipment. The potential of AR/VR for developing inclusive education is outlined. Conclusions. The introduction of AR and VR into higher pedagogical education opens up new opportunities for modernizing the content and methods of teaching, improving the quality of professional training of future teachers. To realize this potential, it is necessary to form an appropriate regulatory and methodological framework, ensure proper technical equipment of educational institutions, increase the level of digital literacy of pedagogical personnel, and develop partnerships with technology companies. The theoretical analysis results indicate the high potential and feasibility of further integrating immersive technologies into the teacher training process in the context of digital change.