In response to the evolving demands of architectural education in the digital age, this study explores the transformative potential of the metaverse as a pedagogical platform. Grounded in a systematic review of interdisciplinary literature, the paper examines how immersive, interactive 3D virtual environments can address long-standing challenges in design-based learning—particularly those related to spatial understanding, collaboration, and creativity. While traditional e-learning modalities have supported architectural instruction to varying degrees, they often fall short in replicating the experiential richness of physical design studios. The metaverse, through its integration of virtual reality (VR), augmented reality (AR), and mixed reality (MR), offers a more dynamic and embodied learning experience. This paper evaluates the limitations of two-dimensional online learning environments and advocates for a shift toward metaverse-based education, where students can engage with architectural spaces, peers, and instructors in real time. By identifying key barriers—including technical, pedagogical, and ethical concerns—the study proposes a roadmap for effective integration of metaverse technologies in architectural curricula. It concludes by positioning the metaverse not as a replacement but as an evolution of studio-based education, capable of cultivating future architects equipped for a rapidly digitalizing built environment.
Motamedmanesh et al. (Wed,) studied this question.