Metaverse: A Paradigm Shift in STEM Education for Science Learning Beyond the Review

¹ Physics Education, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya
² Physics Education, Faculty of Mathematics and Natural Science, Universitas Negeri Manado

^* Corresponding author: binarprahani@unesa.ac.id

Abstract

The integration of the Metaverse into innovative education has the potential to transform traditional teaching methods, offering new opportunities for both in-person and remote learning, ultimately making education more engaging and effective. This research aims to provide a cutting-edge assessment of how the Metaverse is integrated into education specific to science learning in the context of future employment. This article highlights its contemporary relevance and novel insights. This qualitative descriptive study uses data-gathering procedures based on the library research method. Metaverse platforms offer immersive and interactive experiences that enhance students’ understanding of scientific concepts. Metaverse-based science learning is not confined by geographic limitations, enabling a broader audience to access quality educational content. Researchers are increasingly interested in investigating the effectiveness of metaverse-based science learning, and industry support and investment drive innovation in this field. However, this study is limited in its reliance on Scopus as the sole source of articles. Nevertheless, this research is a valuable resource for educators seeking to integrate the Metaverse into science education. Researchers recommend that future researchers conduct more targeted literature reviews focusing on specific learning models, subjects, educational levels, and curriculum variations.