The State of the Metaverse in Education: A Narrative Review of Trends, Applications, Challenges and the Emerging Role of Family–School Interactions

Authors

  • Delaram Mohammadi Department of Psychology and Educational Sciences, University of Tabriz, Iran, Islamic Republic of
  • Omid Ebrahimi Department of Psychology and Educational Sciences, University of Tabriz, Iran, Islamic Republic of https://orcid.org/0000-0001-6627-2891

DOI:

https://doi.org/10.47679/jopp.7412402025

Keywords:

Metaverse in Education, Virtual Learning, Family-School Interactions

Abstract

This study explores the evolving role of the metaverse in education, with a particular focus on emerging trends, pedagogical applications, and the transformative potential of family-school interactions within virtual learning environments. This study examined articles from January 2000 to May 2025 using a narrative review method. The statistical population of the study includes all studies conducted on education in the metaverse, and through content analysis, research trends, patterns, geographical distribution, opportunities, and challenges of education in the metaverse were examined. Through a comprehensive review, we identify three dominant trends: (1) increasing adoption of immersive technologies in STEM and arts education, (2) growing research interest post-pandemic, particularly in North America and East Asia, and (3) the development of multi-layered educational interactions (student-teacher, peer-to-peer, and parent-school). Key applications demonstrate the metaverse's capacity to enable borderless collaboration, personalized learning through AI analytics, and culturally inclusive educational experiences. The analysis reveals significant opportunities for family engagement, including real-time parental participation in learning processes and enhanced safety monitoring features. However, critical challenges emerge, including digital equity gaps (particularly in Middle Eastern and African contexts), privacy concerns, technological addiction risks, and special needs accessibility barriers. The findings suggest that while the metaverse offers innovative pathways for reimagining education, its successful integration requires addressing infrastructural limitations, developing ethical frameworks, and implementing targeted teacher and parent training programs. This review contributes to ongoing discussions about digital transformation in education by highlighting both the disruptive potential and implementation complexities of metaverse technologies in family-school ecosystems.

Author Biographies

Delaram Mohammadi, Department of Psychology and Educational Sciences, University of Tabriz

Delaram Mohammadi is a PhD in Psychology who received his degree from the University of Tabriz. He conducts research in the fields of positive psychology, mobile and cyberspace challenges on children and adolescents, mental health and bullying in the school environment.

Omid Ebrahimi, Department of Psychology and Educational Sciences, University of Tabriz

Omid Ebrahimi received his PhD in Psychology from the University of Tabriz. He teaches at various universities, is a reviewer for several international and domestic journals. His research areas are well-being, education and psychological interventions, bullying and positive psychology.

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Published

2025-08-30

How to Cite

Mohammadi, D., & Ebrahimi, O. (2025). The State of the Metaverse in Education: A Narrative Review of Trends, Applications, Challenges and the Emerging Role of Family–School Interactions. Journal of Psychological Perspective, 7(4), 259–266. https://doi.org/10.47679/jopp.7412402025

Issue

Vol. 7 No. 4 (2025)

Section

Literature Review

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