Comparative analysis of foreign and Ukrainian experience in implementing blended learning using immersive technologies in general secondary education institutions

- Сухіх, А.С. (orcid.org/0000-0001-8186-1715) (2025) Comparative analysis of foreign and Ukrainian experience in implementing blended learning using immersive technologies in general secondary education institutions Scientific notes. Series: Pedagogical sciences (220). 389 -394. ISSN 2415-7988

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Abstract

The article is devoted to a comparative analysis of foreign and Ukrainian experience in implementing blended learning using immersive technologies in secondary education institutions. The relevance of the study in the context of the digital transformation of education and the formation of 21st century competencies is substantiated. A review of modern scientific works is conducted, which highlight the potential of VR/AR for improving the quality of education, developing critical thinking, ensuring inclusiveness, personalizing the educational process, and increasing student motivation. It is shown that in foreign countries (USA, EU, Singapore, South Korea, Great Britain, etc.) VR/AR are integrated into national digitalization strategies, and models of their use (rotational, flexible, enriched virtual environment, immersive storytelling) are implemented systematically and with the support of state policy, funding, and large-scale teacher training programs. In Ukraine, immersive technologies are implemented mainly in the format of pilot projects, STEM laboratories and inclusive education, which is due to limited resources, uneven access to digital infrastructure and the challenges of wartime. At the same time, the Ukrainian experience demonstrates innovation and flexibility in crisis conditions, demonstrating the potential of VR/AR to support the sustainability of the education system, ensure continuity of learning and expand opportunities for different categories of students. The article formulates conclusions on common trends and differences in the implementation of VR/AR in blended learning and outlines the prospects for their integration into domestic education policy. The need for systematic teacher training, the creation of national EdTech platforms, stable funding and regulatory support for scaling VR/AR in secondary and tertiary education and approaching international practices in the post-war period is emphasized.

Item Type:	Article
Keywords:	blended learning, immersive technologies, VR/AR/MR, digitization of education, comparative analysis, general secondary education institutions
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute for Digitalisation of Education > Department of Technologies of Open Learning Environment
Depositing User:	Аліса Сухіх
Date Deposited:	10 Nov 2025 15:52
Last Modified:	10 Nov 2025 15:52
URI:	https://lib.iitta.gov.ua/id/eprint/747122

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