Technology-Driven Learning for Sustainability: Higher Education Students’ Evaluation of EDU-Metaverse Usage in College Curricula

As Higher Education Institutions (HEIs) increasingly integrate sustainability into their practices, the educational potential of metaverse technologies warrants investigation. This multi-method study examines the role of the edu-metaverse in marketing education and sustainability awareness. A qualitative study involving 140 students identified technical and pedagogical challenges, tangible and emotional benefits, and perceived tensions between advanced educational technologies and HEI sustainability goals. A quantitative survey of 336 students without prior edu-metaverse experience examined relationships between perceived environmental benefits of online education, perceived sustainability contributions of the edu-metaverse, expected HEI responsibility for decarbonization, and its perceived educational role in sustainability education. Findings revealed three positive associations: perceived carbon footprint reduction benefits of online education were associated with perceived sustainability contributions of the edu-metaverse; these contributions were associated with favorable evaluations of its educational role in sustainability education; and expectations regarding HEI responsibility for decarbonization were positively associated with these evaluations. The study highlights the potential of the edu-metaverse to support sustainability-oriented marketing education while emphasizing that students’ expectations and perceived benefits should not be confused with demonstrated learning outcomes or actual environmental performance.