APPLICATION OF VIRTUAL AND AUGMENTED REALITY IN THE PROFESSIONAL TRAINING OF FUTURE GEOGRAPHERS: OPPORTUNITIES FOR FORMING AN IMMERSIVE LEARNING ENVIRONMENT

Abstract

The article examines the theoretical and methodological aspects of applying virtual and augmented reality (VR/AR) technologies in geographical education, their impact on the formation of an immersive learning environment, the development of spatial and analytical thinking, and the enhancement of the professional training of geography students. It is emphasized that the digitalization of society, the advancement of information and communication technologies, and the growing requirements for professional competencies necessitate the integration of immersive technologies, particularly virtual reality (VR) and augmented reality (AR), into the educational process of higher education institutions. The use of VR and AR in geographical education makes it possible to model complex natural and socio-geographical processes in real time and space, create interactive research scenarios, foster spatial and systemic thinking, and ensure active knowledge construction. The study demonstrates that virtual reality provides full immersion in a simulated environment, whereas augmented reality integrates digital objects into the physical space, enhancing the visibility and accessibility of educational content. Immersive technologies enable work with interactive maps, 3D models of relief, climatic and hydrological processes, as well as the modeling of socio-economic phenomena, thereby contributing to the development of analytical, critical, and spatial thinking. Within higher education, VR and AR facilitate individualized learning, allow students to select topics and methods for mastering the material, and support interactive research activities in a safe virtual environment. The article outlines the methodological foundations and practical aspects of applying VR and AR in teaching various geographical disciplines, including physical geography of continents and oceans, cartography, population geography, and world economic geography, highlighting their potential for creating an immersive learning environment and fostering the professional, research, and digital competencies of students.