Students’ Perspectives on Metaverse Integration in Higher Education: A Mixed-Methods Case Study of a Public University

In recent decades, higher education has seen significant transformations due to rapid technological advancements that have challenged traditional teaching and learning practices. As digital technologies become increasingly integrated into education, institutions are adopting innovative approaches to enhance teaching effectiveness, student engagement, and learning outcomes. Many real-world activities have transitioned into the virtual world, bringing unprecedented challenges to all sectors, particularly in education, leading to the rapid adoption of technology-supported teaching and learning solutions. The fusion of the digital and physical worlds has facilitated the development of the metaverse, a virtual, three-dimensional space in which students can interact with each other and with professors. This “phygital” environment enhances engagement and cooperation while providing innovative and interactive methods for students to experience and understand complex concepts. This paper aims to examine the impact of metaverse integration in open-access higher education institutions and explore students’ perspectives on its potential applications in learning and teaching. The study utilized a convergent parallel mixed-methods approach over two academic years (2022–2023 and 2023–2024) among students aged 18–25 enrolled at a Moroccan public university. Data collected through questionnaires and focus group interviews reveal varied perceptions of the metaverse, highlighting its potential benefits, challenges, and the influence of students’ social, economic, and intellectual contexts on its acceptance.