Integration of virtual learning environments into school education in Scotland

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Integration of virtual learning environments into school education in Scotland

Eshnazar Mamaev, Ulanbek Sopuev, Toktaiym Umurbekova

Received 23.06.2025, Revised 29.10.2025, Accepted 26.11.2025

https://doi.org/10.67524/verus2/2.2026.46

Retrieved from Vol. 1, No. 1, 2025

Pages 46-57

Abstract

The purpose of the study was to determine the impact of using virtual learning environments on students’ assimilation of educational material and the development of their skills and abilities. The methodology included content analysis of types and examples of the use of virtual reality in schools in Scotland, conducting a pedagogical experiment at Stirling High School (Stirling) and Portobello High School (Edinburgh), and the development of an algorithm for integrating such environments into the educational process. It was established that virtual learning environments that cover technologies of immersion, addition and interaction with digital objects create conditions for deeper study of the material, development of practical and cognitive skills and increase learning motivation. The analysis demonstrated the possibility of using various immersive solutions for teaching History, Geography, and Ecology, in particular for virtual excursions, demonstrating 3D models, and conducting safe laboratory experiments. The pedagogical experiment showed that students in the experimental group had significantly higher levels of engagement (M = 4.3; SD = 0.5), cooperation (M = 4.1), and self-regulation (M = 4.0) compared to the control group (3.6; 3.5; 3.4, respectively). ANOVA statistical analysis confirmed significant differences between the groups (F = 15.21; 11.47; 13.05), indicating a positive impact of using interactive virtual environments on learning activity, interaction, and student autonomy. Based on the results, a five-stage algorithm for integrating virtual learning environments was created, which involves identifying learning needs, selecting technological solutions, training participants, planning classes, and evaluating results. The practical significance of the study lies in the possibility of applying the results obtained by teachers for the effective implementation of virtual learning environments, school administration – for planning innovative educational programmes, and developers – for creating interactive educational content

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Suggested citation
Mamaev, E., Sopuev, U., & Umurbekova, T. (2025). Integration of virtual learning environments into school education in Scotland. Educational Innovation & Technology Journal, 1(1), 46-57. https://doi.org/10.67524/verus2/2.2026.46