koz"Вестник Северо-Казахстанского университета имени Манаша Козыбаева"Bulletin of Manash Kozybayev North Kazakhstan University2958-003X2958-0048М. Қозыбаев атындағы СҚУ10.54596/2958-0048-2026-2-347-360koz-2608Research ArticleИНФОРМАЦИОННО-КОММУНИКАЦИОННЫЕ ТЕХНОЛОГИИINFORMATION AND COMMUNICATION TECHNOLOGIESИММЕРСИВНЫЕ ТЕХНОЛОГИИ В ОБРАЗОВАНИИ: ПОТЕНЦИАЛ ВИРТУАЛЬНОЙ, ДОПОЛНЕННОЙ И СМЕШАННОЙ РЕАЛЬНОСТИIMMERSIVE TECHNOLOGIES IN EDUCATION: THE POTENTIAL OF VIRTUAL, AUGMENTED, AND MIXED REALITYhttps://orcid.org/0000-0003-4615-5756ШангытбаеваГ. А.ShangytbayevaG. A.

Актобе

Associate Professor of the Department of Informatics and Information Technologies, PhD

Aktobe

gulmjanet@gmail.comhttps://orcid.org/0000-0001-6006-4813ШайхановаА. К.ShaikhanovaA. K.

Астана

Professor of the Department of Information Security, PhD

Astana

shaikhanova_ak@enu.kzhttps://orcid.org/0009-0004-6843-0282ЖұмағалиеваЖ.ZhumagaliyevaZh.

Актобе

Lecturer of the Department of Informatics and Information Technologies, Master of Technical Sciences

Aktobe

zanar82@gmail.comhttps://orcid.org/0000-0001-8704-2390АбдуллаЛ. Н.AbdullahL. N.

Серданг, Селангор

Lily Nurliana Abdullah - PhD, Associate Professor, Department of Multimedia, Faculty of Computer Science and Information Technology

Serdang, Selangor

liyana@upm.edu.myhttps://orcid.org/0009-0000-0584-4067МырзахановК. Е.MyrzakhanovK. E.

Астана

Software Engineer

Astana

kanat.m@bilimland.comАктюбинский региональный университет имини К. ЖубановаКазахстанZhubanov UniversityKazakhstanЕвразийский национальный университет имени Л.Н. ГумилеваКазахстанGumilyov Eurasian National UniversityKazakhstanУниверситет Путра МалайзияМалайзияUniversiti Putra MalaysiaMalaysiaКФ «Ұлттық аударма бюросы»КазахстанCorporate Foundation “Ulttyq audarma burosy”Kazakhstan20260907202602 (70)347360Copyright © Шангытбаева Г.А., Шайханова А.К., Жұмағалиева Ж., Абдулла Л.Н., Мырзаханов К.Е., 20262026Шангытбаева Г.А., Шайханова А.К., Жұмағалиева Ж., Абдулла Л.Н., Мырзаханов К.Е.Shangytbayeva G.A., Shaikhanova A.K., Zhumagaliyeva Z., Abdullah L.N., Myrzakhanov K.E.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vestnik.ku.edu.kz/jour/article/view/2608

В статье представлены результаты эмпирического исследования потенциала иммерсивных технологий - виртуальной (VR), дополненной (AR) и смешанной реальности (MR) - в системе профессиональной подготовки будущих педагогов в условиях цифровой трансформации образования. Исследование направлено на выявление педагогических компетенций, формируемых при использовании иммерсивных образовательных сред, а также на анализ преимуществ и ограничений внедрения VR/AR/MR в образовательную практику. Методологическую основу составили метод критических инцидентов                       J.C. Flanagan и поведенчески закреплённые оценочные шкалы (BARS) P.C. Smith и L.M. Kendall, адаптированные для анализа цифровых компетенций педагогов. В исследовании приняли участие 186 студентов инженерно-технических направлений, проходивших педагогическую подготовку. Результаты показывают, что участники связывают применение VR/AR/MR прежде всего с развитием коммуникативных, информационных и технологических компетенций, а также рассматривают иммерсивные среды как средство повышения интерактивности и практической направленности обучения. Одновременно выявлены факторы, ограничивающие внедрение технологий: недостаточная цифровая подготовка преподавателей, инфраструктурные ограничения и организационные барьеры. Полученные результаты позволяют предположить, что, по оценкам участников исследования, эффективность использования иммерсивных технологий может быть связана не только с технологической доступностью решений, но и с уровнем цифровой компетентности педагогов, а также качеством интеграции технологий в образовательную среду.

This article presents the results of an empirical study examining the potential of immersive technologies—Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR)—in the professional training of future teachers within the context of the digital transformation of education. The study aims to identify pedagogical competencies developed through the use of immersive educational environments and to analyze the advantages and limitations associated with implementing VR/AR/MR technologies in educational practice. The methodological framework is based on J.C. Flanagan’s Critical Incident Technique and the Behaviorally Anchored Rating Scales (BARS) developed by P.C. Smith and L.M. Kendall, adapted for the analysis of teachers’ digital competencies. The study involved 186 engineering students enrolled in teacher training programs. The findings indicate that participants primarily associate the use of VR/AR/MR technologies with the development of communicative, informational, and technological competencies, while also perceiving immersive environments as a means of enhancing interactivity and the practical orientation of learning. At the same time, several factors limiting technology implementation were identified, including insufficient digital preparedness of educators, infrastructural constraints, and organizational barriers. The findings suggest that, according to the participants’ perceptions, the effectiveness of immersive technologies may be associated not only with the technological availability of solutions but also with teachers’ level of digital competence and the quality of technology integration into the educational environment.

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The authors declare that there are no conflicts of interest present.