Didactic Potential of Augmented and Virtual Reality Technologies in Teaching Technical Disciplines

The article analyses the didactic potential of augmented reality (AR) and virtual reality (VR) technologies as means of visualization in the teaching of technical disciplines. On the basis of systematic reviews of international research, the main advantages of these technologies are summarised, including the visualization of invisible processes, the development of spatial abilities and increased learning motivation, together with the challenges associated with usability, cognitive overload, cost and teacher preparedness. The relationship between virtual and physical laboratories is examined, and safety issues are considered. A staged model for integrating AR and VR into the educational process of higher education institutions of Uzbekistan is proposed in the context of the "Digital Uzbekistan – 2030" strategy.