The rapid development of computer technology has led to the fact that virtual reality (VR
technology), which was considered a category of fiction only 2-3 years ago, has gradually become an integral part of our lives. Virtual reality is an interactive three-dimensional artificial world that creates the illusion of reality of what is happening to the user.
In this article we reported a new virtual reality environment - VR technologies, which appeared recently and is actively developing. And discusses the effectiveness and inefficiency of using VR technology in teaching geography, as well as its impact on the user. The importance of studying these issues is necessary to analyze the possibility of using virtual reality (VR technologies) in education. In the learning process, first of all, it becomes important to increase interest in the subject, motivation to study geography. One way to solve this problem is to use modern learning tools, including VR technologies. The purpose of using VR technology in geography lessons is to form students' attitude to the subject in a New, that is, modern form.
The purpose of this article is to discuss the problems associated with the introduction of VR
technologies in education, to find out how this affects the educational process, as well as to identify popular virtual reality programs and the obstacles they face when introducing them into the educational process. Currently, virtual reality technologies – VR - are not being actively introduced into the field of education. This is due to the fact that, firstly, the cost of high-quality equipment is so high that not every school or any other institution can afford a VR device. Secondly, not everyone understands how to introduce this technology into the educational process and how much benefit it will bring. Despite all these difficulties, virtual reality (VR technologies) will undoubtedly become part of the educational process in educational institutions in the future. After all, once both presentations and interactive whiteboards were not actively used in schools and universities, and now it is impossible to imagine lessons without these components.