Viktor Demin, who leads the Training direction at the NTI Competence Center within the Neurotechnologies, virtual and augmented reality technologies program at the Far Eastern Federal University, notes a pivotal shift in how schoolchildren may approach general education subjects. Over the coming decade, students in Russia, Canada, and the United States are increasingly expected to learn core topics through immersive virtual reality environments. This deliberate move toward VR-enabled education promises to redefine classroom dynamics, giving learners repeated opportunities to visualize complex ideas and rehearse problem-solving in safe, simulated settings rather than relying solely on traditional, text-based instruction.
As VR training programs reach higher levels of sophistication, more and more educational institutions are adopting them to complement conventional curricula. The aim is not to replace teachers or textbooks but to augment the learning experience with adaptive simulations, interactive modules, and real-time feedback. In this evolving landscape, students can engage with material in a hands-on way, whether mastering language skills or grappling with abstract concepts in science and mathematics, while educators track progress and tailor support to individual needs.
NTI’s Competence Center has developed a four-topic line of virtual reality offerings to support classroom learning. These topics include English language acquisition, from vocabulary drills to fluent reading and listening practice; stereometry, which deepens geometric understanding through three-dimensional visualization and dynamic measurement; physics, which brings concepts such as force, motion, and energy to life with interactive experiments; and chemistry, where molecular models and reaction simulations help students grasp structure and behavior at the atomic level. Each topic is designed to be used alongside existing curricula, providing an actionable bridge between theoretical knowledge and practical application.
Looking ahead, the conversation is turning toward the emergence of metaverses that could encompass a substantial portion of school subjects within the next two years. These virtual communities would enable students to explore historical events, scientific phenomena, or literary themes in shared, immersive spaces, collaborating with peers across classrooms and continents. While the vision is ambitious, it is grounded in ongoing developments in hardware accessibility, software platforms, and pedagogical research that support scalable, inclusive learning experiences.
In addition to the educational technology advances, the discourse also addresses concerns about the impact of digital devices on student performance. Psychologist Nadezhda Ledneva has helped clarify that gadgets, when used thoughtfully, can support rather than hinder academic achievement. The key lies in structured use, clear learning goals, and mindful screen time that aligns with broader educational objectives. This balanced perspective reinforces the idea that technology is a tool to enhance learning outcomes, not a substitute for effective teaching practices or meaningful student engagement.