THE USE OF VIRTUAL REALITY HARDWARE AND SOFTWARE COMPLEXES IN THE PROFESSIONAL TRAINING OF COMPUTER SCIENCE TEACHERS: STRATEGIES AND PERSPECTIVES FOR THE DIGITALIZATION OF THE EDUCATIONAL PROCESS

Abstract

Relevance The necessity of analyzing the use of virtual and augmented reality hardware and software complexes in the professional training of computer science teachers under the conditions of educational digitalization is driven by the need for a profound understanding of the opportunities and challenges these technologies create for modern pedagogical practice. Such an analysis enables the assessment of the effectiveness of VR/AR tools in forming the professional, methodological, and digital competencies of future teachers, determining their level of readiness to work with immersive technologies, and outlining optimal strategies for implementing these innovations into the educational process. In the context of the digital transformation of education, such research is essential to ensure the scientifically grounded implementation of VR/AR in pedagogical personnel training, enhancing the quality of education, and adapting the educational environment to the requirements of the modern information society.

Purpose: to substantiate the theoretical and methodological foundations of implementing VR/AR technologies in teacher training as a factor in developing their digital and professional competence.

Methods: analysis, synthesis, systematization, generalization, observation, survey, comparative-analytical method, and modeling.

Results: showed that immersive technologies create an interactive educational environment in which future computer science teachers develop cognitive, emotional, and communicative skills. International experience (China, Norway, the EU, the USA, Japan) was investigated, proving the effectiveness of VR/AR as a tool for active learning, modeling pedagogical situations, and improving the quality of knowledge acquisition. It is demonstrated that the implementation of such technologies requires pedagogical support, methodological dosage, and technical provision. It is recommended to integrate VR/AR into teacher training programs as a component of the digital transformation of education. Furthermore, key stages of implementing virtual technologies into the professional education system were identified, encompassing the adaptation of curricula, training of pedagogical staff, and the creation of technical infrastructure.

Conclusions: the study proves that the implementation of virtual and augmented reality (VR/AR) technologies is a vital direction for the digitalization of the professional training of computer science teachers; they contribute to the development of digital competence, professional thinking, communicative and emotional skills, create an interactive educational environment, and increase motivation for learning; international experience confirms the effectiveness of VR/AR as tools for modernizing education and forming a new pedagogical culture.