Abstract:
The article examines the specific features of implementing virtual reality technologies in the process of foreign language learning in higher education institutions. The study analyzes contemporary research on VR integration into language education and refers to the concept introduced by Jaron Lanier, who coined the term “virtual reality.” It also highlights the practical experience of leading universities such as Duke University, University of Wisconsin-Madison, and
Cornell University, which actively integrate immersive technologies into their educational practices. The article argues that
virtual reality creates an interactive three-dimensional learning environment that ensures a strong sense of immersion
and enhances the development of linguistic, communicative, and intercultural competences. Particular attention is paid to
the opportunities for modeling professional situations, practicing academic and business communication, and increasing
students’ motivation. VR technologies enable learners to combine theoretical knowledge with practical experience, thereby
facilitating the acquisition of sustainable communicative behavior patterns in real-life contexts. At the same time, the study
identifies several challenges related to VR implementation, including technical limitations, high equipment costs, risks of
cyber sickness, possible social isolation of learners, and the need to align VR content with pedagogical objectives and
curricula. The importance of hybrid learning models that combine virtual and traditional classroom activities is emphasized
as a way to preserve social interaction and emotional support in the educational process.
