Helmi Ibraheem Qwaider
Ministry of Education and Higher Education, Directorate of Education, Qalqilia, Palestine
Volume: 18| Issue: 1| Pages: 1-22| March 2026 | https://doi.org/10.54940/ep15013480 | PDF
Received:07/09/2025 | Received:02/09/2026 | Accepted:12/11/2026
Corresponding Author: Helmi.Qwaider@gmail.com
Abstract
This study explores the potential of the Metaverse in school education, focusing on opportunities and challenges associated with implementing immersive learning environments. Despite growing interest in digital education, practical studies on integrating the Metaverse into school curricula remain limited. The research aims to examine the role of the Metaverse in enhancing student-teacher interaction, identify challenges related to infrastructure, teacher training, content governance and propose a future-oriented framework for its application in schools. A descriptive-analytical approach was used, reviewing relevant literature and analyzing glob-al experiences with virtual reality and immersive learning. The results of the study revealed that the Metaverse promotes interactive and collaborative learning, enhances students’ understanding of complex concepts, and increases their active engagement. However, challenges include technological limitations, teacher preparedness, and ensuring governance and ethical standards. The study concludes that integrating the Metaverse into school education can make learning more inclusive and effective, highlighting the need for supportive policies, teacher training programs, and the design of safe and immersive learning environments.
Keywords
Metaverse, Education, Virtual Reality, Augmented Reality, Artificial Intelligence.
How to Cite
Qwaider, H. (2026). Envisioning the Future of School Educa-tion in the Context of Metaverse Environ-ments: An Analytical Review of Global Trends and a Proposed Framework for the Arab Context. Journal of Umm Al-Qura University for Educational and Psychological Sciences, Vol18 (1), pp1-22. https://doi.org/10.54940/ep15013480
License
1658-8177/© 2026-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of the https://creativecommons.org/licenses/by-nc/4.0/-