Investigation of Teachers' Beliefs about Meta-Education

In order to improve and facilitate students' learning experiences in teaching and learning environments, teachers' use of current technologies in these environments offers opportunities for 21st-century students. One of these current technologies is meta-education (metaverse) technology. It can be thought that teachers' beliefs about the metaverse may affect their use of this technology in educational environments. Based on this idea, in this research, it was aimed to determine the belief levels of teachers about meta-education and to examine them in terms of various variables. The causal comparison model, one of the quantitative research methods, was utilized. In the sample selection of the study, maximum variation sampling, one of the purposeful sampling methods, was used and the research was carried out with the participation of a total of 731 teachers. As a result of the research, it was determined that teachers' belief levels about the metaverse were at a medium level. Based on this, it can be said that teachers' beliefs about meta-education are neither negative nor positive. As a result of the analysis according to the variables, it was determined that teachers' beliefs about the metaverse did not differ in terms of gender, but they differed in terms of taking part in a scientific project, reading about the metaverse, using technology in education and following current technologies. Practical training should be planned for both teachers and prospective teachers on the effective use of metaverse technology in education, and their beliefs in these technologies should be nurtured.