Abstract
The article examines the experience of using VR and AR technologies in the professional practice of future educational psychologists and analyzes their impact on the development of digital competence among school students. Based on the analysis of studies, the relevance of integrating immersive technologies into the education system is justified, as they serve as effective tools for developing not only technical, but also psychological and pedagogical aspects of digital competence. Methodological basis of the research includes systematic, activity-based, competence-oriented, and practice-oriented approaches.The assessment of schoolchildren’s digital competence was carried out according to five key components of the DigComp model, considering the psychological dimension — information literacy, digital communication, content creation, safety, and problem- solving.The article presents the results of an experiment conducted in a secondary school with the participation of 54 students divided into control and experimental groups. During the formative stage, a series of sessions were conducted using VR and AR technologies within the framework of psycho-pedagogical trainings developed by future educational psychologists. Scientific novelty of the research lies in the development and testing of a set of specific psychological and pedagogical measures, including detailed descriptions of educational scenarios, equipment, and software, aimed at purposefully developing students’ digital competence.