From chalkboards to virtual worlds: exploring teachers’ role in the metaverse era

Purpose This paper aims to explore the viewpoints of teachers towards the use of the metaverse in teaching and learning spaces through espousal and integration. It discusses the likely advantages, issues and prospects of the application of immersive virtual technologies in learning, specifically to the preparedness, anticipations and anxieties of educators. Design/methodology/approach The study employed a quantitative research design, where a structured questionnaire was used for data collection by 297 teachers having diverse educational backgrounds. The research intended to determine the key trends and observations of their perception of metaverse-based education. Data analysis involved regression and SEM. The theoretical framework of the study was the modified TAM model, where the New Learning Model plays the role of the mediator to enable the attitude and intention to use the metaverse. Findings The findings reflect that teachers have a wide range of attitudes regarding the use of the metaverse. While most respondents confirmed that it would be helpful in enhancing engagement and the learning experience, convenience, technological skills and the ethics of using the information also came up, contributing to attitude and use intention. Teachers also emphasized the need for adequate training and institutional facilities to utilize the metaverse in education effectively. Practical implications This study recommends certain prepositions that may prove beneficial to policymakers, academic institutions and technological innovators in the development of metaverse environments that can expand the classroom experience of teachers. Stakeholders are able to drive action by providing resources and targeting parameters, leveraging the learning opportunities of the metaverse. Originality/value Dwelling on the attitudes of the teachers, the research also accords to the recent discussion concerning the virtual learning environment. It emphasizes the significance of teacher participation in designing metaverse-based learning frameworks through a co-development approach, confirming they are applicable and aligned with the goals in the field of education.