Research Article

Foresight Analysis of Future Scenarios for Metaverse-Enabled Learning in Higher Education by 2040: A Cross-Impact Delphi Study

Number: 6 July 20, 2026

Foresight Analysis of Future Scenarios for Metaverse-Enabled Learning in Higher Education by 2040: A Cross-Impact Delphi Study

Abstract

This study investigates the potential trajectories of metaverse-based learning in higher education by 2040 through an examination of the cross-impact relationships among key factors related to technology, society, economy, and pedagogy. By utilizing a methodology that incorporates both the Delphi method and cross-impact analysis, this research identified key determinants that ultimately influence the future direction of the educational metaverse. The results indicate that five of the six factors achieved the predefined consensus threshold across all three Delphi rounds, with rising support costs representing the sole exception, reflecting persistent expert uncertainty regarding the favorable resolution of infrastructure costs. The findings indicate significant potential to advance technological development, students’ use of virtual technologies, and government backing, while cost represents the most prominent challenge. Three specific scenarios were developed: “The Ubiquitous Metaverse University," “The Blended Learning Metaverse," and “The Fragmented and Disrupted Metaverse." The findings offer a critical perspective for decision-makers, educators and institutions of higher education in how to prepare for a complex future in terms of metaverse-based learning in higher education.

Keywords

Supporting Institution

This work was supported and funded by the Deanship of Scientific Research at Imam Mohammad Ibn Saud Islamic University (IMSIU) (grant number IMSIU-DDRSP2604).

Ethical Statement

The study was conducted in strict accordance with the ethical principles for research involving human subjects as outlined in the Declaration of Helsinki. The research design relied exclusively on anonymous survey procedures involving adult professionals, posed minimal risk to participants, and ensured no collection of sensitive personal data or involvement of vulnerable populations. ETHICAL SAFEGUARDS The research design used the following ethical steps to maintain participant protection: • Informed Consent: All participants were presented with an informed consent statement on the survey’s introductory page. This document clearly outlined the research objectives, the voluntary nature of participation, and the right to withdraw at any stage without consequence. In line with standard ethical protocols for professional digital surveys, the submission of the completed questionnaire constituted implied informed consent. • Anonymity and Data Protection: To ensure absolute privacy, no identifiable personal information (e.g., names, emails, or IP addresses) was collected. Data were stored securely and processed in an aggregated, anonymized format to maintain total confidentiality. • Risk Assessment: The research items were strictly confined to professional expert opinions regarding metaverse-based learning in higher education. No intrusive, sensitive, or psychologically demanding questions were included, ensuring that the study remained a low-risk investigation.

Thanks

The author would like to express her sincere gratitude to the experts who participated in the Delphi study for their time and valuable contributions to the foresight analysis. Special thanks are also extended to Imam Mohammad Ibn Saud Islamic University (IMSIU) for the institutional and financial support that made this research possible.

References

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  2. Price, K., & Price, J. (2023). The Metaverse higher education’s next frontier. Journal of Business Administration Online, 17(01), 1-18. https://www.atu.edu/business/jbao/spring2023/202301%2002%20Price%20and%20Price.pdf
  3. Chamola, V., Peelam, M. S., Mittal, U., Hassija, V., Singh, A., Pareek, R., Mangal, P., Sangwan, D., de Albuquerque, V. H. C., Mahmud, M., & Brown, D. J. (2025). Metaverse for education: Developments, challenges, and future direction. Computer Applications in Engineering Education, 33(3), e70018. https://doi.org/10.1002/cae.70018
  4. Sarıtaş, M. T., & Topraklıkoğlu, K. (2022). Systematic literature review on the use of metaverse in education. International Journal of Technology in Education, 5(4), 586-607.
  5. Marougkas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2023). Virtual reality in education: A review of learning theories, approaches and methodologies for the last decade. Electronics, 12(13), 2832.
  6. Nguyen, A. H. D., Le, T. T., Dang, T.-Q., & Nguyen, L.-T. (2024). Understanding metaverse adoption in education: The extended UTAUMT model. Heliyon, 10(19). https://www.cell.com/heliyon/fulltext/S2405-8440(24)14772-X?uuid=uuid%3Afb339403-3b2b-45f0-9660-ada6344de2c3, e38741.
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  8. Jin, S. V. (2024). “In the Metaverse We (Mis)trust?” third-level digital (in)equality, social phobia, neo-luddism, and blockchain/cryptocurrency transparency in the artificial intelligence-powered metaverse. Cyberpsychology, Behavior and Social Networking, 27(1), 64-75. https://doi.org/10.1089/cyber.2022.0376

Details

Primary Language

English

Subjects

Virtual and Mixed Reality, Artificial Reality

Journal Section

Research Article

Publication Date

July 20, 2026

Submission Date

March 20, 2026

Acceptance Date

July 18, 2026

Published in Issue

Year 2026 Number: 6

APA
Alubthane, F. O. (2026). Foresight Analysis of Future Scenarios for Metaverse-Enabled Learning in Higher Education by 2040: A Cross-Impact Delphi Study. Journal of Metaverse, 6, 157-176. https://doi.org/10.57019/jmv.1913416
AMA
1.Alubthane FO. Foresight Analysis of Future Scenarios for Metaverse-Enabled Learning in Higher Education by 2040: A Cross-Impact Delphi Study. JMv. 2026;(6):157-176. doi:10.57019/jmv.1913416
Chicago
Alubthane, Fawzia Omer. 2026. “Foresight Analysis of Future Scenarios for Metaverse-Enabled Learning in Higher Education by 2040: A Cross-Impact Delphi Study”. Journal of Metaverse, nos. 6: 157-76. https://doi.org/10.57019/jmv.1913416.
EndNote
Alubthane FO (July 1, 2026) Foresight Analysis of Future Scenarios for Metaverse-Enabled Learning in Higher Education by 2040: A Cross-Impact Delphi Study. Journal of Metaverse 6 157–176.
IEEE
[1]F. O. Alubthane, “Foresight Analysis of Future Scenarios for Metaverse-Enabled Learning in Higher Education by 2040: A Cross-Impact Delphi Study”, JMv, no. 6, pp. 157–176, July 2026, doi: 10.57019/jmv.1913416.
ISNAD
Alubthane, Fawzia Omer. “Foresight Analysis of Future Scenarios for Metaverse-Enabled Learning in Higher Education by 2040: A Cross-Impact Delphi Study”. Journal of Metaverse. 6 (July 1, 2026): 157-176. https://doi.org/10.57019/jmv.1913416.
JAMA
1.Alubthane FO. Foresight Analysis of Future Scenarios for Metaverse-Enabled Learning in Higher Education by 2040: A Cross-Impact Delphi Study. JMv. 2026;:157–176.
MLA
Alubthane, Fawzia Omer. “Foresight Analysis of Future Scenarios for Metaverse-Enabled Learning in Higher Education by 2040: A Cross-Impact Delphi Study”. Journal of Metaverse, no. 6, July 2026, pp. 157-76, doi:10.57019/jmv.1913416.
Vancouver
1.Fawzia Omer Alubthane. Foresight Analysis of Future Scenarios for Metaverse-Enabled Learning in Higher Education by 2040: A Cross-Impact Delphi Study. JMv. 2026 Jul. 1;(6):157-76. doi:10.57019/jmv.1913416

Journal of Metaverse
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Izmir Academy Association
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