- Рашевська, Н. В. (orcid.org/0000-0001-6431-2503) (2026) Methodological system of using immersive learning technologies for science and mathematics subjects in academic lyceums Other thesis, Інститут цифровізації освіти.
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Abstract
Rashevska N. V. Methodological system of using immersive learning technologies for science and mathematics subjects in academic lyceums. – Qualifying scientific work on the rights of a manuscript. Thesis for the degree of Doctor of Pedagogical Sciences in the specialty 13.00.10 – Information and Communication Technologies in Education. – Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine. – Kyiv, 2026. The thesis presents the results of a comprehensive theoretical, methodological, and experimental study on the use of immersive learning technologies in teaching science and mathematics subjects to students of academic lyceums. The relevance of the research is determined by the need to improve the quality of education in the context of digital transformation, modernization of profile-oriented secondary education, overcoming educational losses, and the insufficient development of holistic methodological approaches to integrating immersive technologies into the educational process of academic lyceums. Based on the analysis of domestic and foreign scientific sources and educational practice, it was established that the use of immersive technologies in science and mathematics education remains fragmented and is limited mainly to the application of individual digital resources without systematic methodological support. A contradiction was identified between the significant didactic potential of immersive technologies and the lack of scientifically substantiated approaches to their comprehensive integration into the educational process. The conceptual and categorical apparatus of the research was refined. In particular, “immersive learning technologies” are defined as a set of digital tools and hardware-software solutions, including virtual, augmented, and mixed reality technologies, interactive simulations, and 3D models, which ensure different levels of learner immersion in an artificially created or augmented educational environment. “Immersive learning environment” is interpreted as a type of educational environment in which digital technologies provide pedagogically organized conditions for interactive engagement with educational content, virtual objects, and other participants in the learning process. “Immersive learning” is considered an interactive pedagogical process implemented in a specially designed immersive environment that ensures deep learner engagement through active interaction with digital educational content and objects. The didactic potential of immersive technologies is substantiated through their ability to enhance visualization, interactivity, modeling of complex processes, research activity, and individualized learning. The general methodology of the research aimed at developing a methodological system for using immersive technologies in science and mathematics education was presented. The hypothesis stated that students’ academic achievement, cognitive activity, learning motivation, and spatial thinking would improve through the purposeful implementation of the proposed methodological system. The objectives, stages, and experimental base of the pedagogical experiment were defined. Methodological approaches to the use of immersive technologies were identified, including systemic, activity-based, learner-centered, cognitive, differentiated, and innovative-transformational approaches. Didactic, technological, and organizational-pedagogical principles of their integration were substantiated, together with organizational-methodological, technological-cognitive, and motivational psychological-pedagogical conditions for effective implementation. Based on the systemic approach, a structural-component model of the immersive learning environment for science and mathematics subjects was developed. The model includes target, content-methodological, technological, organizational-communicative, and evaluation-resultative components. The characteristics of the environment, including immersion level, forms of interactivity, interaction methods, and feedback mechanisms, serve as a theoretical basis for instructional design. The model is based on pedagogical, technological, psychological, and developmental criteria. On the basis of the developed immersive learning environment model, organizational models of the educational process were identified: procedural, instructional-activity, and functional-motivational. These models reflect different strategies for integrating immersive technologies depending on educational goals, the nature of learning activity, and the level of student autonomy. For the first time, a methodological system for using immersive technologies in teaching science and mathematics subjects to academic lyceum students was theoretically substantiated and developed. The system includes target, content, technological, organizational-communicative, and evaluation-resultative components, as well as mechanisms of their interaction within the immersive learning environment. Approaches to selecting immersive educational resources were improved through a system of didactic, cognitive, motivational, technological, organizational, ethical, and legal criteria. A three-level structure for organizing learning in an immersive environment was proposed, including levels of group interaction, technological immersion, and content adaptation, ensuring flexibility, variability, and personalization of learning. Subject-oriented methods for using immersive technologies in teaching mathematics, physics, chemistry, biology, and geography were developed, taking into account the specifics of the disciplines and the possibilities of immersive technologies. Methodological recommendations for teachers regarding the implementation of immersive technologies in the educational process were prepared. The effectiveness of the proposed methodological system was experimentally verified in general secondary education institutions and academic lyceums during exploratory, ascertainment, formative, and control-generalization stages. The results demonstrated statistically significant improvements in students’ academic achievement, cognitive activity, learning motivation, and spatial thinking in experimental groups compared to control groups. The findings confirm that systematic use of immersive technologies improves the quality of learning, intensifies educational and cognitive activity, and contributes to the formation of key and subject-specific competences.
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