Saudi university faculty members' perceptions of integrating Metaverse-based virtual learning environments into their teaching practice

Abstract

This study aimed to identify the perceptions of faculty members at Saudi universities regarding the integration of Metaverse-based virtual learning environments into their teaching practices. It explored the expected educational benefits, the challenges hindering their implementation, and the necessary proposals and solutions for their integration into university education. A descriptive quantitative approach was used, employing a questionnaire consisting of three sections (benefits, challenges, and proposals and solutions). The questionnaire was administered to a stratified random sample of (482) faculty members from five Saudi universities. The findings revealed positive attitudes toward integrating Metaverse environments; the most prominent "benefits" included enhancing the quality of teaching practices and increasing interaction and motivation, while the main "challenges" were related to limited technical expertise, insufficient awareness, and time constraints. The "proposed solutions" focused on providing ready-made digital resources and activating supportive partnerships, with priority given to practical and immediate solutions. The results showed no statistically significant differences in faculty members' evaluation of the integration of Metaverse into their teaching practices based on gender. However, statistically significant differences were found based on the variables of academic rank, academic specialization, university affiliation, English proficiency level, and years of experience. The study recommended enhancing training for faculty members in Saudi universities, providing them with digital resources, and considering the differences between faculty members' universities and academic specializations when developing strategies for integrating Metaverse environments into their teaching practices