Towards a Definition of the Inclusive Metaverse in Education: A Conceptual Scoping Review

The rapid expansion of immersive technologies has intensified interest in the educational potential of the metaverse; however, its relationship with inclusive education remains conceptually fragmented and insufficiently theorised. This article advances a clearer conceptualisation of the inclusive metaverse in education through a conceptual scoping review guided by PRISMA-ScR. Searches were conducted in Scopus and Web of Science (16 June 2026), with no date restrictions applied. Eligible studies were peer-reviewed journal articles or conference proceedings, published in English or Spanish, that addressed the intersection of metaverse or immersive technologies with inclusion or accessibility in educational contexts; secondary studies were excluded. Sixteen studies published between 2023 and 2026 were included and analysed to identify recurring definitions, attributes, and conceptual assumptions. The findings show that inclusion is often addressed through isolated dimensions, particularly accessibility features and technological design, rather than through an integrated socio-pedagogical framework. In response, the article proposes a conceptual framework structured around five interrelated dimensions: technological infrastructures, immersive learning environments, pedagogical approaches, accessibility and inclusion, and emerging technological ecosystems, the last understood as the system-level conditions of regulation, data protection, cost, and institutional provision within which the other four operate. The inclusive metaverse is defined as an immersive educational ecosystem that integrates emerging technologies with inclusive pedagogical principles to support equitable access, meaningful participation, and personalised learning experiences for diverse learners. The review was limited to two databases, and the evidence base is concentrated in recent publications (2023–2026). The review was not registered, and no protocol was prepared. The study contributes to theoretical clarification in an emerging field and offers practical and policy-relevant guidance for the design, implementation, and evaluation of inclusive metaverse-based learning environments.