Abstract:
The article is devoted to the issues of literary education of students in the digital age and outlines the potential
of virtual reality as a didactic resource and innovative educational environment. Special attention is paid to the pedagogical aspects of using VR in teaching literature: developing critical thinking, forming skills in interpreting literary texts, increasing motivation and active participation of students in the educational process.
Emphasis is placed on the material from V. Gibson's works «Neuromancer» and «Mona Lisa Overdrive», which provides the
opportunity to form a digital chronotope that allows future teachers to interpret the artistic space and interact with the text in a new way.
The article proves that virtual reality, combined with literary analysis of cyberpunk contributes to the integration of theoretical knowledge and practical experience. It is emphasized that didactic work using VR contributes to expanding the possibilities of personality-oriented learning and the formation of an inclusive educational environment.
