The article discusses blended learning, the ability of which to improve the quality of education in the modern conditions of digital society is no longer in doubt. The authors analyze the relationship and interdependence of blended and immersive learning and evaluate it in terms of such parameters as accessibility and a wide sector of practical use. Modern education, already called "Education 4.0", is associated with virtualization and represents dozens of different pedagogical technologies and areas of pedagogical science. Heutagogy, peeragogy and cybergogy are in focus in modern digital pedagogy. Today they are considered as modern innovative pedagogical approaches that can provide the best technological tools for digital immersive learning. This paper provides a systematic review of the scientific literature that characterizes the methodological approaches of "digital pedagogy".

The authors of the article consider transformational education as a formation of sustainable professional development. Its appearance is associated with attempts to resolve many crises states of society, which indicate the destructive phenomena of any society, regardless of its socio-economic formation and political model of social development. Many scientists recognize that a more sustainable model of human development can be achieved through education. However, the classical learning model, which has shown its effectiveness in the past centuries, is now experiencing powerful pressure from modern information technologies. This article introduces readers to its main and universal theoretical and research positions. Since the practice of implementing transformational learning can vary not only depending on the conceptual approaches, but also the basic cultural features of the country implementing it. The article describes the results of transformational professional development of teachers in Russia and Kazakhstan, proving its effectiveness.

The problem of a person's creative self-realization, in the context of professional self-development, becomes more and more urgent every year, due to which the study of the concept of self-development, professional self-development is given great importance at the present time. This topic is represented by a wide range of multi-vector research, both fundamental and applied. Fundamental research is aimed at revealing the theoretical provisions and features of the process of professional self-development, at the same time, applied provisions provide specific practical tools that help a person realize their inner potential. In this regard, the problem of professional self-development is actualized, which manifests itself, on the one hand, in the integration of the individual into the system of professional relations, and on the other hand, in the implementation of professional functions, the formation of an individual professional style, and the search for ways of professional growth.

The modern environment surrounding a young person is multidimensional and contains a significant number of attractive factors that make it difficult to focus on educational technologies. This negatively affects the effectiveness of training. Therefore, it is important to minimize such distracting phenomena in the learning process. The solution of these problems, according to the authors, lies in the development of immersive learning, which uses an artificial environment. This minimizes distracting phenomena, activates motivation through increased involvement in the learning process, and provides stimulating visualization. The article is devoted to the presentation of the results of the analysis of definitions, the role and connections of the components of immersive technological and vocational training, including the "immernet" as a natural environment for the development of immersive learning. It is shown that today the time factor is becoming relevant not only for specific individuals, but also for enterprises and for the state. The rapid pace of technological development leads to the fact that most formal training programs become obsolete almost immediately after its launch. The programs are poorly modifiable and the students studying on them do not acquire the skills of adaptability and mobility. This is due to the fact that software developers do not always take into account the interests of production or business, that is, they are not sensitive to the learning processes at the enterprise. In other words, the "traditional formal education system" does not meet the urgent needs of today's graduates. Most courses are organized not by tasks, but by topics. Therefore, many students are not able to solve rapidly changing production tasks. The content of the subjects around the topic gives an additional load, which in many cases is unjustified. In a 3D learning system, information in specific situational contexts is more important than outside of any problem or practice of action. As a result, many teachers began to identify a set of strict practical procedures in the content of formal training, allowing students to adapt to production processes at specific workplaces.