Abstract
The article provides a comprehensive study of the global experience in applying virtual wardrobe platforms in education. The theoretical foundations of the concept of a «virtual wardrobe» in the context of digital pedagogy are analyzed, and its role in developing students’ digital competencies-such as digital design, spatial thinking, data handling, and multimedia literacy-is revealed. The study examines the possibilities of developing students’ design, visualization, information systematization, creative, and reflective skills through the integration of a virtual wardrobe into the educational process, as well as its contribution to fostering ecological awareness. The significance of these platforms in promoting a culture of reuse, ethical consumption habits, and understanding the life cycle of clothing is highlighted. The technical infrastructure of virtual wardrobe systems, interface features, artificial intelligence elements, and didactic functions-such as storing, classifying, identifying and visually analyzing digital clothing objects-are described. Based on global experience, their effectiveness in improving workforce training quality, modernizing the educational process and strengthening practical and project-based learning is demonstrated. The study identifies trends in the integration of virtual wardrobe platforms into educational practice and their impact on students’ digital culture, visual thinking, ecologically oriented perspectives and creative initiative. The pedagogical effects, practical significance and future development directions of using virtual wardrobes as a tool for digital educational transformation are substantiated.