VIRTUAL REALITY (VR) AND AUGMENTED REALITY (AR) TECHNOLOGIES IN THE FORMATION OF PRACTICAL SKILLS AMONG STUDENTS: DIDACTIC POTENTIAL AND LIMITATIONS
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Author(s): | Lang P. P., |
| Number of journal: | 1(74) | Date: | March 2026 |
| Annotation: | The presented article examines the possibilities and limitations of using virtual reality (VR) and augmented reality (AR) technologies in the field of professional education. The relevance of the study is driven by the profound changes in the labor market caused by digitalization, where the value of a graduate is not so much in their theoretical knowledge, but rather in their ability to confidently act in real-life professional situations. Traditional educational practices may not always provide students with sufficient experience in working with complex equipment or practicing emergency situations. In this context, immersive technologies are not just a technical novelty, but an important tool that can fill the resource gaps in the traditional learning system. The author analyzes the ongoing scientific debate, where proponents of the active implementation of VR and AR technologies clash with researchers who highlight the associated risks. It is emphasized that these technologies have significant didactic potential, allowing for the simulation of professional environments, providing visual clarity, safety, and multiple repetitions of actions. However, as practice shows, simply providing educational institutions with modern equipment does not guarantee an improvement in the quality of professional training. The central issue of the study is the contradiction between the high educational potential of immersive technologies and the lack of well-developed pedagogical models that allow for their systematic integration into the learning process. The author argues that the absence of well-thought-out methods and performance criteria leads to the fragmented and often superficial use of VR and AR, where they are employed for the sake of showcasing innovations rather than achieving specific educational goals. As a solution, the author proposes a strategy based on the prioritization of pedagogical design over technical equipment. The key principle is conscious expediency: immersive technologies should be used only where they provide a unique didactic advantage (for example, in simulating dangerous or rare situations). | ||
| Keywords: | virtual reality / VR, augmented reality / AR, professional education, practical skills, immersive technologies, didactic potential, pedagogical design, hybrid learning, educational limitations, modeling of professional situations, digitalization of education, teaching methods |
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| For citation: | Lang P. P. Virtual reality (VR) and augmented reality (AR) technologies in the formation of practical skills among students: didactic potential and limitations. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;1(74):339—346. DOI: 10.25683/VOLBI.2026.74.1560. |
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