Metaverse Integration in Moroccan Schools: A Quantitative Study of Educator’s Perspectives

Abstract

This research revolves around the examination of Moroccan teachers' attitudes to the integration and day-to-day use of the metaverse in educational settings such as the classroom. This research is particularly concerned with educators in both public and private schools within Morocco. Utilizing quantitative research methods and including statistical techniques such as Analysis of Variance (ANOVA) and T-tests, this study aspires to unhide the motivations and aspirations driving Moroccan teachers to embrace the use of metaverse technology in the classroom. It also aims to investigate whether these teachers harbour reservations or anticipations regarding metaverse’ seamless integration in educational settings. The study uncovers variations in teachers' enthusiasm for metaverse integration, as well as a plethora of concerns or anticipations regarding its implementation and feasibility in different classroom settings. This research’s attempts to uncover patterns of readiness or resistance among teachers in public and private schools, which will undoubtedly providing insights into the factors that shape their perspectives and facilitating the identification of areas for potential professional development. The outcomes of this study offer valuable insights for policymakers, assisting in the development of effective training and teaching designs and concepts for teachers as well as students.