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<p>The metaverse is increasingly influencing contemporary education by enabling immersive, interactive and collaborative learning beyond traditional classroom boundaries. In this study, the metaverse is operationalised as a persistent, shared, avatar-mediated and immersive digital environment, rather than as a general synonym for VR, AR or immersive learning. This study examines research themes and publication patterns of metaverse-related studies in education through a bibliometric analysis of Scopus-indexed publications from 2020 to 2025. Using a structured keyword search and systematic screening process, 56 peer-reviewed journal articles were selected. To ensure analytical rigour, biblioMagika® generated key bibliometric indicators, OpenRefine cleaned and harmonised author keywords, and VOSviewer mapped keyword co-occurrence and thematic patterns. The analysis covered publication trends, citation performance, leading countries, institutions, authors, source titles and evolving research themes. Findings show a marked rise in metaverse-in-education research, particularly from 2023 onwards, reflecting growing scholarly attention to immersive educational technologies. Dominant themes include virtual reality, immersive learning, online education and learner engagement, alongside concerns related to accessibility, privacy, ethics and pedagogical readiness. Unlike earlier reviews, this study provides an updated and conceptually bounded bibliometric mapping of metaverse-in-education research. Overall, the study offers evidence for future research and responsible integration of metaverse technologies in education.</p>

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Metaverse technologies in education: global research trends and themes (2020–2025)

  • 期刊论文

  • 发表日期：

    2026年7月22日

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  • Kanagarajan Subramaniam,
  • Mohd Fadzil Abdul Hanid,
  • Sharifah Maryam Syed Azman,
  • Yap Soon Li

摘要

The metaverse is increasingly influencing contemporary education by enabling immersive, interactive and collaborative learning beyond traditional classroom boundaries. In this study, the metaverse is operationalised as a persistent, shared, avatar-mediated and immersive digital environment, rather than as a general synonym for VR, AR or immersive learning. This study examines research themes and publication patterns of metaverse-related studies in education through a bibliometric analysis of Scopus-indexed publications from 2020 to 2025. Using a structured keyword search and systematic screening process, 56 peer-reviewed journal articles were selected. To ensure analytical rigour, biblioMagika® generated key bibliometric indicators, OpenRefine cleaned and harmonised author keywords, and VOSviewer mapped keyword co-occurrence and thematic patterns. The analysis covered publication trends, citation performance, leading countries, institutions, authors, source titles and evolving research themes. Findings show a marked rise in metaverse-in-education research, particularly from 2023 onwards, reflecting growing scholarly attention to immersive educational technologies. Dominant themes include virtual reality, immersive learning, online education and learner engagement, alongside concerns related to accessibility, privacy, ethics and pedagogical readiness. Unlike earlier reviews, this study provides an updated and conceptually bounded bibliometric mapping of metaverse-in-education research. Overall, the study offers evidence for future research and responsible integration of metaverse technologies in education.