FEASIBILITY OF EDUCATIONAL METAVERSE FOR IMMERSIVE TRANSFORMATION OF TEACHER EDUCATION
Abstract
The rapid advancement of immersive technologies has catalyzed transformative shifts across various sectors, particularly in education, where the potential for immersive learning environments holds considerable promise. However, empirical studies focusing on the implementation of immersive technologies within developing countries like Pakistan remain limited, presenting a critical gap in the literature. This study investigates the integration of the educational metaverse into teacher education in Pakistan, emphasizing infrastructural readiness, stakeholder roles, and ethical considerations. Despite the transformative potential of immersive technologies in enhancing pedagogical processes, significant challenges persist related to technological infrastructure, stakeholder engagement, and policy frameworks. Through qualitative analysis of interviews with key educational stakeholders, the research identifies critical barriers and opportunities within the Pakistani context. The findings of this study advocate a strategic, phased method to financing and establishing a robust support systems vital for the effective adoption of educational metaverse in teacher education. This study provides a practical and theoretical understanding of implementation of immersive technologies, hence presenting a framework for universities and policymakers of teacher education focusing to harness immersive innovations effectively.
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