A Model for Implementing the Metaverse in Science Education in Lower Secondary Schools in Tehran

Abstract

Purpose: This study aims to design and implement a model for integrating metaverse technology into science education within lower secondary schools in Tehran. Methodology: A mixed-methods approach was employed, combining qualitative and quantitative research methods. In the qualitative phase, semi-structured interviews were conducted with 12 educational experts, and data were analyzed using open, axial, and selective coding. In the quantitative phase, a researcher-made questionnaire was distributed to 256 teachers and administrators from lower secondary schools in Tehran. The data were analyzed using descriptive statistics and structural equation modeling (SEM) to validate the proposed model. Findings: The study identified five main categories influencing the implementation of the metaverse in education: causal factors, intervening factors, contextual factors, strategies, and expected outcomes. Intervening factors, such as control and supervision and access to technology, were found to be particularly critical. The study also highlighted the importance of technological infrastructure and supportive policies as contextual factors. The proposed model demonstrated a good fit with the data, indicating that metaverse integration could enhance student engagement, motivation, and academic performance when implemented with careful consideration of the identified factors. Conclusion: The integration of metaverse technology in science education holds significant potential for transforming traditional teaching methods. However, its successful implementation requires addressing key challenges related to technological infrastructure, regulatory frameworks, and financial feasibility. The study provides a valuable framework for guiding the adoption of metaverse technologies in educational settings, emphasizing the need for ongoing research and policy development to support this innovative approach.