Assessing the effectiveness of implementing immersive technologies within university sustainable development systems

The subject of this study is the processes of assessing the effectiveness of the implementation of immersive technologies in the systems of sustainable development at universities. The problem that determined the purpose of the work is the lack of methodological tools for assessing the level of efficiency in the implementation of immersive technologies on the basis of sustainable development (using an example of Lviv Polytechnic National University). The authors’ toolkit includes a system of indicators, a methodological approach to the use of software for their evaluation, and a matrix for interpreting the results. The choice of the efficiency assessment method is based on the theory of fuzzy sets. The study of the factors influencing the effectiveness of the implementation of immersive technologies in the educational process has made it possible to form a system of integrated indicators, including indicators designed to comprehensively identify its level in the student and teaching environments. The indicator of effectiveness of immersive technologies implemented by students contributes to a thorough analysis of their ability to generate innovations based on such technologies. This indicator allows lecturers to determine the level of effectiveness of the use of immersive technologies in teaching. Taking into account the ideology embedded in the sustainable development systems of universities, the authors' indicators reflect the principles of sustainability. The GE/McKinsey matrix was adapted for the purpose of economic interpretation of mathematical results. The designed methodological tools were tested for courses at the Lviv Polytechnic. The following levels of student performance were obtained: 83.5, 61.5, and 69.8 units, lecturers – 91.2, 78.4, and 82.7 units, which indicates the productivity of lecturer training and a high level of students' understanding of project work tasks. This proved the validity and possibility of using the tools in university practice