ПСИХОЛОГО-ПЕДАГОГІЧНІ УМОВИ ІМЕРСИВНОГО СЕРЕДОВИЩА НАВЧАННЯ: Рашевська Н. В.

In the context of the ongoing transformation of Ukrainian society – driven by global social, economic, cultural, and technological changes – the general secondary education system is undergoing active renewal. It faces the challenge not only to respond to new educational demands but to anticipate them by shaping a generation of learners capable of critical thinking, adaptability, creativity, and interpersonal interaction. One of the key areas of this renewal is the integration of information and communication technologies into the educational process, particularly immersive technologies as a component of the innovative learning environment. An immersive learning environment is a cutting-edge concept that enables not only the delivery of educational content to learners but also the creation of a full-fledged, multidimensional space where students are not merely knowledge consumers but active creators of it. In such an environment, the traditional learning model – where the teacher is the sole source of knowledge and the student a passive recipient – gives way to a dynamic and interactive process that takes into account individual learner characteristics, emotional states, motivation, and personal learning styles. The purpose of this article is hence to identify and systematize the psychological and pedagogical conditions necessary for organizing an immersive learning environment in general secondary education institutions. These conditions aim to enhance the effectiveness of the educational process, its interactivity, emotional engagement, adaptability, and motivational appeal. The article outlines three main groups of psychological and pedagogical conditions: 1) the creation of an innovative learning environment focused on supporting interactivity and cognitive engagement of students; 2) the provision of immersive technologies and the technological foundation for an educational process where innovative tools serve not as auxiliary aids but as central elements of learning, facilitating process modeling, development of research skills, and cognitive activity; 3) conditions for the development of students' personal qualities, taking into account their emotional states, internal motivation, and need for recognition and support.