- 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 Doctoral 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. Abstract Content. The dissertation presents the results of a comprehensive theoretical, methodological, and experimental study of the problem of using immersive learning technologies in teaching natural sciences and mathematics to students of academic lyceums. The relevance of the study is determined by the need to improve the quality of education in the context of the digital transformation of education, changes in the paradigm of specialized education, overcoming learning losses and ensuring the effective implementation of specialized education, as well as by the insufficient development of comprehensive methodological solutions for the pedagogically grounded integration of immersive technologies into the practice of academic lyceums. Based on the analysis of domestic and foreign scientific sources, regulatory documents, and educational practice, it was established that the use of immersive technologies in teaching natural sciences and mathematics is predominantly fragmented, limited to the application of individual digital resources, and is not supported by systematic methodological guidance. A contradiction was identified between the significant didactic potential of immersive technologies for increasing the effectiveness of learning, developing spatial thinking, enhancing cognitive activity, supporting inquiry-based learning, and individualizing instruction, and the absence of scientifically grounded approaches to their comprehensive integration into the educational process of academic lyceums. The study analyzes the conceptual and categorical framework of the research, clarifies the meanings of the concepts “immersive learning,” “technological integration,” and “integration of immersive technologies,” and proposes the author’s interpretations of the concepts “immersive learning technologies” and “immersive learning environment.” Immersive learning technologies are defined as a pedagogically organized set of digital technological tools as well as hardware and software solutions aimed at ensuring interactive engagement with educational content and the development of learners’ competencies, while an immersive learning environment is defined as an integrated system of interconnected technological, content-related, organizational, psychological, and pedagogical components that ensures the alignment of learning objectives, content, modes of interaction, and learning outcomes. The didactic potential of immersive technologies as pedagogical tools for teaching natural sciences and mathematics has been substantiated. This potential lies in enabling the visualization of complex and abstract objects and processes, supporting inquiry-based learning, developing spatial thinking, enhancing cognitive activity, and creating conditions for the development of subject-specific, interdisciplinary, and key competencies of students of academic lyceums. A classification of immersive technologies was developed according to the type of technological implementation, level of immersion, pedagogical purpose, and characteristics of the immersive environment, providing a theoretical foundation for their pedagogically grounded use in teaching natural sciences and mathematics. The general and specific research hypotheses were formulated, according to which the effectiveness of teaching natural sciences and mathematics, students’ academic achievement, cognitive activity, learning motivation, and the development of spatial thinking would increase provided that immersive technologies are pedagogically integrated on the basis of the developed methodological system. The objectives of the pedagogical experiment, the research and experimental base, and the main stages of its implementation were determined. The theoretical and methodological foundations for organizing immersive learning of natural sciences and mathematics in academic lyceums were substantiated, according to which the effective integration of immersive technologies requires the combination of their technological capabilities with the pedagogically sound design of the learning process. A system of principles for the use of immersive technologies was developed, encompassing didactic, technological, and also organizational and pedagogical principles. An innovation-transformative conceptual framework for the organization of immersive learning was substantiated, defining the methodological basis of the developed methodological system. In addition, a system of psychological and pedagogical conditions was identified, comprising the organizational and methodological, technological and cognitive, as well as personal and motivational condition groups. A structural component model of an immersive learning environment for natural sciences and mathematics was theoretically substantiated and developed. This model addresses the identified lack of coherence in existing models of organizing learning within immersive environments. The model includes target, contentful and methodological, technological, communicational and organizational, and also evaluational and resultative components and ensures the alignment of learning objectives, content, forms of pedagogical interaction, and learning outcomes. Pedagogical, technological, psychological, and developmental requirements for constructing an immersive learning environment were defined, forming the conceptual basis for its design. A coherent system of interrelated models for organizing education using an immersive environment was substantiated. The system includes procedural, instructional and activity-based, as well as functional and motivational models. Their integrated application ensures a gradual transition from guided acquisition of methods of activity to students’ autonomous, creative, and research-based activity in accordance with the goals of specialized education in natural sciences and mathematics in academic lyceums. For the first time, a methodological system for using immersive learning technologies in teaching natural sciences and mathematics to students of academic lyceums has been theoretically substantiated and developed, and its model has been constructed. This model integrates the developed theoretical and methodological foundations of organizing immersive learning, the structural-component model of the immersive learning environment, models of instructional organization, a system for selecting immersive educational resources, and subject-oriented methodologies for their use into a unified system for organizing the educational process. The methodological system comprises target, content, technological, communication-organizational, and evaluation-resultative components, the interconnection of which ensures the holistic design, organization, and evaluation of the learning process using immersive technologies and is aimed at developing subject-specific, interdisciplinary, and key competencies of students of academic lyceums. A system of criteria for the pedagogically appropriate selection of immersive educational resources for teaching natural sciences and mathematics was substantiated. It encompasses target and didactic, cognitive and activity, psychological and motivational, technological and immersive, organizational and methodological, and also safety and ethical criteria, as well as a system of indicators for their evaluation. A procedure for the pedagogically grounded selection of immersive educational resources was developed, which involves the sequential determination of pedagogical conditions and didactic objectives of their use, preliminary selection, comprehensive evaluation, design of integration into the educational process, and analysis of implementation effectiveness. A classification of immersive educational resources based on pedagogical potential was performed, and they were systematized according to their functional purpose within the structure of the methodological system. Subject-oriented methodologies for the use of immersive technologies in teaching algebra, stereometry, physics, chemistry, biology, and geography were developed, as well as methodological recommendations for teachers regarding the pedagogically appropriate, systematic, and safe use of immersive technologies in teaching natural sciences and mathematics. The experimental verification of the effectiveness of the proposed methodological system for using immersive learning technologies in teaching natural sciences and mathematics was carried out in the conditions of the real educational process of general secondary education institutions and academic lyceums and included ascertaining, formative, and summarizing stages. The experimental research involved students of academic lyceums and teachers of natural sciences and mathematics. At the ascertaining stage, the state of using immersive technologies in teaching natural sciences and mathematics was determined, along with teachers’ level of readiness to use them, the characteristics of the material and technical support of educational institutions, as well as the initial levels of students’ academic achievement, cognitive activity, learning motivation, and development of spatial thinking. It was established that teachers generally positively assess the potential of immersive technologies; however, they require systematic methodological support, and the majority of students are characterized by average and sufficient levels of spatial thinking development, which confirmed the appropriateness of implementing the developed methodological system. The formative stage involved the implementation of the developed methodological system and the testing of subject-oriented methodologies for using immersive technologies in teaching natural sciences and mathematics. At the summarizing stage, a comparative analysis of learning outcomes of students in the experimental and control groups was carried out using mathematical statistics methods, which made it possible to evaluate the effectiveness of the proposed methodological system and to determine the statistical significance of the obtained results. The results of the pedagogical experiment demonstrated a statistically significant improvement in students’ academic achievement in the experimental groups, as well as an increase in the level of development of their spatial thinking compared to students in the control groups. This confirmed the effectiveness of the developed methodological system for using immersive learning technologies in teaching natural sciences and mathematics to students of academic lyceums and, overall, validated the proposed research hypothesis.
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