- Сухіх, А.С. (orcid.org/0000-0001-8186-1715) and Коркішко, І. А. (orcid.org/0009-0007-1561-272X) (2025) Challenges and pedagogical strategies for using immersive technologies in blended learning in secondary schools Інноваційна педагогіка, 2 (86). pp. 206-210. ISSN 2663-6085
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Abstract
The article examines the problem of implementing immersive technologies, in particular virtual reality (VR) and augmented reality (AR), in the process of blended learning in general secondary education institutions. It is described that the combination of traditional and digital educational practices opens up new opportunities for modern generations of students, as it creates an interactive environment that fosters cognitive engagement, develops research skills, and increases learning motivation. At the same time, attention is drawn to the risks and challenges that accompany the integration of VR/AR into school practice. These include financial barriers (the high cost of equipment, software, and the need for infrastructure modernization), methodological difficulties (lack of models for integrating VR/AR into curricula, absence of adapted Ukrainian-language content), staffing issues (the need to improve teachers’ digital competence and readiness to work with new technologies), as well as health-related risks (visual strain, “VR sickness,” psychophysiological fatigue, risks of digital addiction). The article also considers legal and ethical aspects of applying immersive technologies in blended learning, including compliance with copyright, academic integrity, and protection of students’ personal data. Social factors are emphasized, among which the problem of digital inequality and unequal access of children to modern devices and high-speed Internet is particularly relevant, as it may exacerbate educational disparities. It is determined that augmented reality has the greatest potential for large-scale use in blended learning, since it is more accessible, can be implemented through smartphones and tablets, and combines mobility, visibility, and practical orientation. Based on the analysis of national and international research, recommendations are formulated to overcome the identified risks: the introduction of school-level digital security policies, regulation of AR/VR usage time, the development of teachers’ digital competence, the creation of open Ukrainian-language libraries of educational content, and the integration of inclusivity and universal design principles. It is substantiated that only through a comprehensive approach and systematic methodological support can immersive technologies become an effective tool for providing high-quality, inclusive, and safe education in the context of blended learning, especially under the conditions of wartime and post-war transformations of Ukraine’s educational system.
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