Readiness of Metaverse Application for Teaching & Learning in Higher Education

The rapid advancement of virtual reality (VR), augmented reality (AR), mixed reality (MR), and related technologies has catalysed the emergence of the metaverse as a promising environment for transforming teaching and learning. Technical and Vocational Education and Training (TVET), with its strong emphasis on hands-on and practice-oriented learning, is particularly well-positioned to benefit from immersive, interactive technologies. However, in Malaysia, little is known about how ready TVET educators are to adopt metaverse-related applications in their teaching, and what conditions would support or hinder such adoption. This study explores the readiness of metaverse-related applications for teaching and learning in Malaysian higher TVET education from the perspective of educators. A qualitative research design grounded in an interpretivist paradigm was employed. Semi-structured online interviews were conducted with five TVET educators from higher TVET institutions in Central Peninsular Malaysia. The interview protocol was adapted from prior work and conceptually structured using the Lokman Emotion and Importance Quadrant (LEIQ™) and the Technology Adoption Life Cycle (TALC) theories. Thematic analysis was used to analyse the data, leading to nine key themes grouped into four strategic clusters: assessing readiness for adoption, addressing challenges, leveraging enablers, and articulating a vision for future integration. The findings indicate that educators exhibit positive attitudes towards technology, perceive strong institutional support, and have access to basic technical infrastructure, suggesting conceptual readiness to adopt metaverse applications. Nevertheless, significant cost barriers and technical issues—such as hardware availability, scalability, maintenance, and connectivity—remain critical constraints. Training opportunities, institutional initiatives, and collaboration with industry emerged as powerful enablers. The analysis further suggests that metaverse adoption in Malaysian TVET currently lies in the “chasm” between early adopters and the early majority. The study concludes that strategic planning, sustained investment, and systematic capacity-building are essential to move metaverse applications from promising pilots to mainstream practice in TVET education.

Metaverse, TVET, LEIQ™

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