FEASIBILITY OF EDUCATIONAL METAVERSE FOR IMMERSIVE TRANSFORMATION OF TEACHER EDUCATION

Aysha Khalil; Nabi Bux  Jumani

doi:10.46662/jass.v11i1.456

Aysha Khalil Postdoc Fellow, International Islamic University, Islamabad (IIUI), Pakistan
Nabi Bux Jumani Professor, International Islamic University, Islamabad (IIUI), Pakistan

DOI: https://doi.org/10.46662/jass.v11i1.456

Keywords: Immersive Transformation, Immersive Technologies, Teacher Education, Developing Countries, Educational Metavers

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.