The intensive development of digital technologies increases scientists’ interest in their use in educational practice. Immersive technologies are no exception, interest in them has almost doubled over the past three years. The authors’ interest in this problem is due to the need to improve the quality of education and overcome the educational losses that occurred during the long-term quarantine and martial law in Ukraine. The authors reveal the meaning of the term “immersive learning” in the context of immersion in learning, and analyze the results of research on various technologies for implementing immersive learning. It was established that the interest of scientists was directed to the justification of using certain immersive learning technologies in educational institutions. The components of immersive learning (virtual worlds and environments, augmented reality, interactive simulations, multiplayer games, progress tracking and analysis, interactive learning materials, intelligent data analysis, and their combinations) were substantiated. Principles on which immersive learning is implemented, requirements for the organization of the educational process, and pedagogical conditions for implementing immersive learning were defined. The classification of immersive learning technologies was carried out. Forms and approaches to evaluating immersive learning were substantiated and criteria such as learning effectiveness, involvement and motivation, technical aspects, content quality, economic efficiency, and social and ethical aspects were highlighted. Using less common technologies, such as 360°-video and Haptic technology, was justified. It has been established that artificial intelligence, neural networks, and chatbots can be effective means of immersion in learning due to their interactivity, personalization, and automation of the learning process. Continuous progress and systematic improvement of immersive learning will encourage participants in the educational process to further the transformation of the education system and improve its quality in the future. The example of Ukraine, which has been experiencing crisis phenomena in recent years, shows the growing interest and strengthening of immersive learning practices. The main government initiatives in this direction (The All-Ukrainian Online School, AR-Book), the directions of activities of the Institute for Digitalisation of Education of NAES of Ukraine, as a leading scientific institution in the educational system of Ukraine in the sphere of digital development of education, were reflected. The results of a survey of teachers were presented, showing a gradual increase in interest and practical experience in the use of immersive technologies, and teachers’ awareness of the benefits, prospects, and potential of their use. Difficulties related to the problems of financial support, technical support, and issues in a pedagogical and psychological sense were identified, and possible ways to overcome them were outlined. Despite the obstacles, the existing government initiatives and the results of the survey of practicing teachers indicate that the implementation of immersive learning in Ukrainian schools has great potential, and will certainly grow.