The metaverse in education: a critical review from an educational management perspective
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The integration of immersive technologies in schools has sparked a necessary debate about their relevance for future professional training and institutional modernization. The purpose of this study was to examine educational experiences mediated by the metaverse documented in primary studies, in order to interpret their role in school pedagogical management. The methodology used consisted of a qualitative systematic review under PRISMA protocols, selecting empirical studies published between 2018 and 2025 in high-impact scientific databases. The results revealed that the implementation of the metaverse significantly promotes conceptual understanding, collaboration, and intrinsic motivation, although its adoption is mainly concentrated in higher education. It is suggested that, while there are tangible benefits in the development of cross-cutting skills, critical barriers related to technological infrastructure and lack of teacher training persist, limiting its widespread use. It is concluded that this technology acts as a cognitive catalyst that transforms instructional dynamics toward more active and personalized models, requiring robust pedagogical frameworks to overcome technical challenges and ensure effective curricular integration.
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