The purpose of the study is to analyze the practices of using virtual reality (VR) technologies to find new models for organizing the educational process. Modern VR technologies open up new opportunities for transforming education by providing interactive and immersive learning. This paper examines the practical aspects of integrating VR into the educational process, implemented in practice. The article considers the possibility of using virtual reality technologies in the higher education system and substantiates the possibility of expanding the educational space through the introduction of new tools that significantly change the role of teachers in the context of digital transformation. Materials and methods. Two main methods are used in the paper: bibliometric and theoretical analysis. A selection of articles was carried out from the Dimensions.ai database to analyze the publication activity by keywords. In the study of the effectiveness of VR-learning, an analysis of existing pedagogical methods used in higher education was carried out, highlighting the key factors influencing the assimilation of the material. Based on the synthesis of research in the field of cognitive psychology and digital didactics, a model of adaptive VR learning has been developed taking into account the individual cognitive capabilities of students. The results. The authors draw attention not only to the advantages of VR technologies in increasing students’ motivation and engagement, but also to possible problems that affect the psychophysiological state of students. The study showed that scaling virtual reality technologies in education faces three types of difficulties: technological, psychological and didactic. Technological difficulties include limitations related to hardware and software, such as the high cost of hardware, insufficient performance for mass adoption, and the lack of unified platforms for creating and reproducing educational content. Psychological aspects cover the problems of user adaptation, including cognitive overload, the emergence of cyber-diseases and general resistance to new technologies due to lack of confidence in their effectiveness. Didactic difficulties are manifested in the absence of methodically sound approaches to integrating VR into the educational process, which is reflected in the inconsistency of content with pedagogical tasks, insufficient elaboration of interactive mechanics, and a lack of standardized methods for evaluating the effectiveness of VR learning. As key measures to overcome these barriers, the study highlights the need to develop standards for educational VR content, implying the unification of formats, quality assessment methods and principles of interactive communication, as well as improving the level of technical literacy of teachers. Conclusion. As a result of the analysis of successful cases implemented at various universities, the author systematized models of the organization of the educational process using VR technologies. These issues can become the basis for the development of VR learning standards, the creation of adaptive educational programs and recommendations for teachers and EdTech developers.
Albina Kh. Shelepaeva (Wed,) studied this question.