UDK 37 Народное образование. Воспитание. Обучение. Организация досуга
This article examines the possibilities and prospects of using virtual reality (VR), augmented reality (AR), mixed reality (MR) and augmented reality (XR) technologies in the process of training future teachers of vocational training in economics. Modern educational technologies are developing rapidly, and the introduction of VR, AR, MR and XR is becoming increasingly relevant in teaching practice. These technologies offer new approaches to learning, allowing you to create interactive and immersive educational environments that promote a deeper understanding of complex economic concepts and improve practical skills. The article analyzes examples of the use of these technologies in various educational institutions, discusses their advantages and potential disadvantages. Special attention is paid to the integration of VR, AR, MR and XR into economics curricula, methods for evaluating their effectiveness and impact on students' motivation and academic performance. The results of research confirming that the use of these technologies contributes to improving the quality of education, increasing student interest and developing their professional competencies are presented. In conclusion, conclusions are drawn about the need for further research and development of methods for introducing VR, AR, MR and XR technologies into the educational process of teacher training, as well as the importance of teacher training for the effective use of these innovative tools.
virtual reality (VR), Augmented Reality (AR), mixed reality (MR), augmented reality (XR), education, vocational training teachers, economic education, innovative technologies
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