METHODOLOGY FOR VISUAL TEACHING OF THERMODYNAMIC PROCESSES USING DIGITAL TECHNOLOGIES

Abstract

In recent years, digital technologies have increasingly penetrated the educational process, significantly transforming physics education. This article explores the use of computer simulations, virtual laboratories, augmented reality (AR), and virtual reality (VR) in teaching physics. It emphasizes the advantages of applying these tools in thermodynamics, where students can visualize processes, conduct experiments independently, and enhance motivation. The study also highlights challenges such as teachers’ insufficient readiness and unequal access to technological resources, while suggesting solutions to address these issues.