The Conceptual Framework and Pedagogical Affordances of Vttss: A New Paradigm for Specialised Instruction
DOI:
https://doi.org/10.5281/zenodo.19049313Ключевые слова:
virtual learning, specialised instruction, digital pedagogy, VTTSS, educational technologyАннотация
The rapid development of digital technologies has significantly transformed educational methodologies worldwide.
Virtual technologies for teaching specific subjects (VTTSS) have emerged as an innovative pedagogical approach
that enhances the effectiveness of specialised instruction. This study aims to explore the conceptual framework and pedagogical
affordances of VTTSS and to evaluate its impact on subject-specific learning outcomes. The research employed
a mixed-method approach involving experimental teaching, surveys, and statistical analysis. The findings demonstrate
that the integration of virtual technologies into specialised subjects improves conceptual understanding, learner engagement,
and skill acquisition. The results suggest that VTTSS can serve as a transformative paradigm for modern education
systems.
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