Metaverse-Driven Instructional Design: Enhancing Reflective Practice and Emotional Preparedness in Pre-Service Teachers

Background/purpose. This study addresses the growing gap in preparing pre-service teachers for immersive digital instruction, especially within metaverse environments. While many are familiar with digital platforms as learners, they often lack practical experience in managing and teaching in virtual settings. The purpose of this study is to design, develop, and implement a metaverse-based virtual learning environment that enhances pre-service teachers' virtual learning management competencies while addressing their emotional readiness and reflective practice development.

Materials/methods. This qualitative study employed the ADDIE model to design a virtual learning environment on the Metaverse Spatial platform using a four-phase learning model (Open Mind, Build Familiarity, Competency-Based Learning, Reflect and Evaluate) integrated with the SSPC framework. Seventy-eight pre-service teachers participated in over 70 hours of instruction. Data collection included semi-structured interviews, reflective journals, and peer feedback. Analysis employed thematic analysis and content analysis with triangulation.

Results. The findings revealed gaps between digital tool familiarity and practical application, requiring ongoing support and emotional readiness development. Implementation demonstrated improvements in instructional confidence, digital tool fluency, emotional adaptability, and collaborative design skills. Participants transitioned from technology users to digital learning designers through structured reflection and problem-solving.

Conclusion. The study demonstrates that metaverse-based virtual learning environments can effectively address both technical competencies and emotional readiness for virtual teaching. The four-phase model provides a comprehensive framework for preparing pre-service teachers for digital classrooms.

Keywords: Virtual learning environment, pre-service teachers, metaverse, reflective practice, teaching competencies, experiential Learning

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