Domestic and foreign experience of implementing immersive technologies in the training of future teachers

Abstract

Abstract. The article examines the experience of implementing immersive technologies in the process of training future teachers both in domestic and foreign practice. The purpose of the article is to identify effective methods of immersive learning, compare and analyze them in the context of training future teachers. To achieve this goal, a systematic analysis of scientific publications was carried out, as well as an analysis of practical experience in the implementation of immersive technologies in pedagogical education. The research methodology is based on a comparative analysis of domestic and foreign approaches to the use of immersive technologies in the training of future teachers.

It was found that both domestic and foreign studies testify to the positive impact of immersive technologies on the process of training future teachers. In general, foreign experience demonstrates that immersive technologies can significantly enrich the learning process of future teachers, giving them the opportunity to gain practical experience and develop key skills in an interactive and immersive environment. The use of virtual reality, interactive simulations and other innovative approaches increases the involvement of students in the educational process, improves their understanding of theoretical concepts and practical skills.

The conclusions summarize that the implementation of immersive technologies in the training of future teachers is a relevant and promising direction of education development. However, for the successful integration of these technologies, it is necessary to develop the appropriate infrastructure and methodological base, as well as conduct further research to determine the optimal strategies for using immersive technologies in the educational process.