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This study investigates the potential trajectories of metaverse-based learning in higher education by 2040 through an examination of the cross-impact relationships among key factors related to technology, society, economy, and pedagogy. By utilizing a methodology that incorporates both the Delphi method and cross-impact analysis, this research identified key determinants that ultimately influence the future direction of the educational metaverse. The results indicate that five of the six factors achieved the predefined consensus threshold across all three Delphi rounds, with rising support costs representing the sole exception, reflecting persistent expert uncertainty regarding the favorable resolution of infrastructure costs. The findings indicate significant potential to advance technological development, students’ use of virtual technologies, and government backing, while cost represents the most prominent challenge. Three specific scenarios were developed: “The Ubiquitous Metaverse University," “The Blended Learning Metaverse," and “The Fragmented and Disrupted Metaverse." The findings offer a critical perspective for decision-makers, educators and institutions of higher education in how to prepare for a complex future in terms of metaverse-based learning in higher education.
Fawzia Omer Alubthane (Mon,) studied this question.