ACS > ACS POSTS > The use of metaverse in higher education

The use of metaverse in higher education

By Asomi College of Sciences
The covid 19 pandemics has transformed the online delivery of education, its essential component. After all, the online and blended formats prove that the blended and online formats are the proper solution for bringing about a change in the higher education panorama. However, there is still a lot to do, and some courses might be difficult to deliver online. Higher education institutions can deliver laboratories and workshops using the newest AI technology trend: the metaverse. This article illustrates its areas of employment and monetisation in higher education.

Delivering online lessons.

As already mentioned, the covid-19 experience showed how education also works online. That goes not only for the entirely online delivered lessons but also for those with a blended format. The latter means that while some of the lessons were pre-recorded, universities and colleges still deliver lessons online but in real-time and face-to-face with the professor(s). The reason why this model worked is that the education became more learner-centric. Indeed, the entire concept of education delivery is going towards student satisfaction.

To learn how student satisfaction is becoming the new model in higher education, click here.

So, as we are going towards a reality that puts the student experience at its centre, tailored learning paths are becoming the thing in higher education. But let us go back to delivering blended online formats. Since student satisfaction matters, the way mentioned above of offering blended courses, has a critical lack: the laboratories and workshops. The hands-on experience is crucial, especially regarding health-related subjects or engineering, architecture, and many other subjects. That is where metaverse enters the scene.

Why metaverse?

Augmented and virtual reality, eye-tracking technology and image recognition all represent possibilities for their adaptation in implementing and – of course – improving online tools in higher education. However, the metaverse is what coins them all: in other words, it is no more but an avatar in a virtual world where the avatar can move between online spaces that may vary from a shop to a university or college campus. The main reason for using metaverse in education is to provide students with an immersive learning experience.

Of course, online delivered courses are already becoming more qualified, but it would be a pity if higher education would stop there. Just think about it – using metaverse in higher education means that students can teleport themselves anywhere and at any time. For instance, medical students could attend or partake in virtual heart surgery, or architecture students could attend a building of a large virtual bridge. Moreover, since universities and colleges would deliver the lectures online, the commuting would also decrease; for instance, foreign and distanced students could even visit campuses virtually.

Metaverse could assist lecturers in running lessons efficiently by creating immersive learning experiences through edutainment. Edutainment is learning through entertainment and playing. Games facilitate learning, and they could be easily deployed in lessons formats using metaverse. The deployment of a metaverse in higher education positively impacts the spheres that were not strictly connected to schooling until now. The use of metaverse implied the employment of developers and creatives who, alongside academics, would create a new teaching environment.


The use of metaverse implies several practical monetisation opportunities for higher education institutions. For instance, currently, lessons are delivered in streaming online and in presence on the campus site. If the lessons would belong to the university or college, instead of lecturers only, the metaverse might monetise it all. The use of metaverse would allow the lessons to be multiplied (and sold) for an infinity of times.

Moreover, students could transfer money in meta-reality in new and innovative ways. For example, students might buy themselves avatar lecturers of their preference or get themselves a particular seat. They could also turn their online qualifications into a real-life one and pay their fees in bitcoin.

Simultaneously, academics could collaborate with developers for developing innovative edutaining learning experiences for their students. And, since learning is moving towards tailored study paths and teaching approaches, academics could design learner-centric study programmes. The latter could even imply the self-employment of scholars and professors.

The future of education.

Anyhow, some higher education institutions might get a bit sceptical, especially when international students are concerned. Since the commuting is reduced due to online lesson delivery, international students may decide to remain in their homeland. Since the deployment of education delivery online, it is fair enough to expect a reduction in revenue, especially for the decrease of international students. But there is no reason to worry for universities and colleges offering proper online education and facilities.

Accordingly, students are more likely to choose a global institution that delivers lessons online, capable of keeping up with the newest technological trends like ACS ASOMI College of Sciences. ACS offers a wide range of online and blended classes globally and is always open to innovation in education. Universities and colleges have to adapt themselves to the new world of the metaverse, including interactive worldwide experiences.

error: Content is protected !!
Call Now Button