Binar Kurnia Prahani, Iqbal Ainur Rizki, Muhammed Akif Kurtuluş
Introduction. The emergence of the Metaverse has revolutionized education by offering immersive and interactive learning experiences, transcending traditional classroom boundaries. As a convergence of physical and digital realities, the Metaverse in Education (MVE) enables personalized, blended, and distance learning, attracting significant scholarly attention. This study aims to map the potential of MVE, identifying trends, key contributors, and focus to understand its potential and challenges in education. Methods. This study used bibliometric analysis and systematic literature review of 123 Scopus-indexed publications (2011–2023) to address four objectives:1) identify productive countries, affiliations, and authors in MVE research, 2) analyze influential sources and citation trends, 3) examine thematic clusters and keyword co-occurrence, and 4) highlight research gaps. Data were extracted using VOSviewer for network visualization and synthesized through PRISMA guidelines for an in-depth literature and methodology review. Results. The research analysis revealed that China and South Korea are the main pioneers in the development of Metaverse for Education (MVE), with the Smart Learning Institute of Beijing Normal University as the most productive institution. The study findings show three main application areas of MVE: 1) integration of immersive technologies such as VR/AR and gamification, 2) pedagogical innovations based on constructivism, and 3) sustainable education approaches. The implementation of MVE has proven to be effective in increasing student engagement, global collaboration, and expanding access to education. However, the main challenge in the adoption of MVE lies in the readiness of educators, so a comprehensive teacher training program is needed, including mastery of digital platforms, immersive learning design, and virtual reality-based evaluation strategies. The implementation of this training needs to be supported by the development of adequate infrastructure, clear policy frameworks, and cybersecurity standards to ensure sustainable and equitable implementation of MVE in various regions. Practical significance. This research provides actionable insights for educators, policymakers and researchers. The findings confirm the potential of MVEsin supporting 21st century skills development and continuing education, while recommending inclusive implementation strategies. The study results also provide a foundation for further research, especially in addressing the technology gap and the long-term impact of MVE adoption. © Binar Kurnia Prahani, Iqbal Ainur Rizki, Muhammed Akif Kurtuluş, 2026
Department of Physics Education State University of Surabaya, Surabaya City, Indonesia; Faculty of Education Victoria University of Wellington, Wellington City, New Zealand; Department of Science Education Alaaddin Keykubat Universitesi, Antalya city, Turkey
