Establishing criteria for assessing the quality of digital educational environments

The relevance of the study is due to the intensive digitalization of education in the absence of a unifi ed qualimetric framework for evaluating diverse digital educational environments, which leads to fragmented assessments and a lack of consideration of the specifi cs of new learning formats such as immersive virtual reality, as well as risks associated with digitalization, including professional burnout and cognitive regression. The article solves the problem of forming an approach to creating a system of criteria for assessing the quality of digital educational environments that integrates technological, ergonomic and pedagogical aspects. Based on the taxonomic approach, the necessity of building a typology of digital educational environments is substantiated; the applicability of the ISO 25010 standard is analyzed, on the basis of which a two-level quality model (product quality and quality in use) is proposed; key constructs from the TAM and UTAUT technology adoption models are adapted to the proposed model. The main result is a taxonomic basis for a comprehensive assessment of digital educational environments. This framework structures key qualimetric indicators (technological reliability, functional completeness, ergonomics, pedagogical expediency, and psychological safety) and sets the principles for their adaptation to various types of environments, including immersive virtual reality environments. The prospects of the research are related to the approbation of the developed taxonomic basis and the creation of specific diagnostic tools based on it for assessing various classes of digital educational environments.