The Future of Higher Education in Ethical Metaverse: Co-existing in Virtually Enhanced Physical Reality

Abstract

This chapter illustrates the potential of ethically engaged universities in the context of the Global South while accessing the metaverse in higher education (HE). The COVID-19 pandemic altered the HE segments, compelling institutions to move online and adapt synchronous and non-synchronous modes of remote learning. Despite the significant expansion of access to the internet, millions of students experienced discrimination, and learning outcomes in these two years were vastly uneven. It is not audacious to predict that the future of HE will not be restricted to traditional classroom settings but will move toward a hybrid model. This approach to HE also includes synchronous digital learning in the ‘metaverse’—the convergence of virtually enhanced physical reality in real-time—where educators and learners can almost be in the same space. However, it is imperative to consider specific barriers while adapting the metaverse to the HE sectors. Obstacles that can dilute the promise of the metaverse include the digital divide, cultural divide, student disengagement, privacy issues, and cyberbullying, among others. It is fundamental for the efficacy of metaverse-based HE to construct norms that foster the value of inclusivity. The present chapter draws attention to critical barriers to mainstreaming the metaverse and offers actionable insights for crucial HE stakeholders in adopting the metaverse.