Quality Assessment of Virtual Worlds and Metaverse Platforms for Teacher Social-Emotional Support: A Multi-Criteria Approach Based on ISO/IEC 25040

This paper presents an analysis of several metaverse platforms to assess their potential to support use cases associated with teachers’ social–emotional development, which were defined based on a review of the relevant literature. Its scope is to provide elements for conducting initial technical evaluations based on the ISO/IEC 25000 family of standards. Specifically, five platforms were evaluated across 20 potential use cases using a checklist, a perception questionnaire, and security and governance criteria. The evaluation was carried out through expert judgment, considering the usage and documentation of each platform. The results show that none of the platforms possess the characteristics to homogeneously support all use cases, and each of them has the potential to be positioned as a candidate for specific use cases. The study offers a structured model to visualize the functionalities of interest, limitations, and security aspects as input for technology preselection processes.