IMMERSIVE TECHNOLOGIES IN EDUCATION: THE POTENTIAL OF VIRTUAL, AUGMENTED, AND MIXED REALITY

Abstract

This article presents the results of an empirical study examining the potential of immersive technologies—Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR)—in the professional training of future teachers within the context of the digital transformation of education. The study aims to identify pedagogical competencies developed through the use of immersive educational environments and to analyze the advantages and limitations associated with implementing VR/AR/MR technologies in educational practice. The methodological framework is based on J.C. Flanagan’s Critical Incident Technique and the Behaviorally Anchored Rating Scales (BARS) developed by P.C. Smith and L.M. Kendall, adapted for the analysis of teachers’ digital competencies. The study involved 186 engineering students enrolled in teacher training programs. The findings indicate that participants primarily associate the use of VR/AR/MR technologies with the development of communicative, informational, and technological competencies, while also perceiving immersive environments as a means of enhancing interactivity and the practical orientation of learning. At the same time, several factors limiting technology implementation were identified, including insufficient digital preparedness of educators, infrastructural constraints, and organizational barriers. The findings suggest that, according to the participants’ perceptions, the effectiveness of immersive technologies may be associated not only with the technological availability of solutions but also with teachers’ level of digital competence and the quality of technology integration into the educational environment.