Metaverse Technology for Teacher Training Programmes in Higher Learning Institutions: Perceptions of Teacher Trainees

• Published in: Asian Journal of University Education
• Main Author: Shamsudin N.M.; Hoon T.S.; Aris S.R.S.; Yunus M.M.
• Format: Article
• Language: English
• Published: UiTM Press 2024
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85208022045&doi=10.24191%2fajue.v20i3.27852&partnerID=40&md5=e54fb263df61eea7259e7b9a7ef47d01

The integration of innovative technologies in teacher education is crucial for preparing future educators to harness the potential of technology in their teaching practices. The metaverse, a collective virtual shared space created by the convergence of physical and virtual reality, offers promising opportunities for enhancing teacher training programs at universities. This study aims to explore the perceptions of teacher trainees regarding the implementation of metaverse technologies in their training programs at higher education institutions. A mixed-methods approach was employed, involving a survey administered to 300 teacher trainees, followed by in-depth interviews with a selected group of participants. The findings reveal a generally positive perception of the metaverse as an innovative and engaging learning environment that can enhance interactivity, collaboration, and real-world simulation in teacher training. However, concerns were raised regarding the technical challenges, learning curve, and potential distractions associated with the metaverse. Additionally, participants expressed the need for adequate training and support to effectively integrate metaverse technologies into their teaching practices. The study concludes with recommendations for universities and teacher training institutions to provide the necessary infrastructural, technical, and pedagogical support to facilitate the successful implementation of metaverse technologies in teacher training programs. Further research is suggested to explore the long-term impacts of metaverse integration on the teaching practices and professional development of trainee teachers © (2024), (UiTM Press). All rights reserved.