The idea of the paper is to present a plan for the gradual phased implementation of metaverse technologies in the teaching of electrical engineering disciplines in the training of engineers. The paper briefly presents the approaches and methods for training without the application of Metaverse and CAVE. The preference for SAMR framework (Substitution - Augmentation - Modification - Redefinition) over TPACK (Technological pedagogical and content knowledge) is discussed according to the objectives of the paper.

The main part of the report covers the tasks planned for the different stages of SAMR and the role of Metaverse and CAVE in solving them as following:
Substitution: Metaverse - In this environment, laboratory protocols can be protected without the participation of the teacher by solving appropriate tasks, tests, etc. Assignments can be completed in a virtual environment such as MOODLE and performance can be assessed automatically.

CAVE - Can be use for visualization of electrical circuits and devices instead of static 2D images and virtual demonstrations of the device and working principle of various electrical equipment; Lab exercises can be conducted in a virtual environment; VR offers opportunities for iterative learning and repetitive exercises in very realistic, challenging environments.

Augmentation: Metaverse - Using videos in presentations; using links and displaying movies, etc. from the Internet; Using appropriate technologies, dynamic graphs can be created that show real-time changes as parameters vary. CAVE - can add additional layers of information to different objects. Students can interact with data sets, formulas, and other numerical information when conducting research in the virtual laboratory. If a task is performed incorrectly, additional information or work instructions can be visualized using Augmented Reality (AR).

Modification: Metaverse - A group of students can develop a collaborative project using an LMS or other connection technology; through the same systems they can get feedback from fellow students and from the instructor.

Collaborative work and feedback could also be completed offline, but this requires more effort, more wasted time, more cost, etc. compared to the modified format.
CAVE - Students (or tutors) not only use the usual multimedia resources but can create their own product, which is a new product or a synthesis of existing materials. Learners are given the opportunity to touch, feel and manipulate the objects.

Redefinition: Metaverse - In a redefinition, after receiving feedback from fellow students and faculty, they may be given another task - to connect with students from another university or another country and do something collaboratively. Students could be tasked with using artificial intelligence to solve a problem. Multiple CAVE virtual environments can be connected simultaneously through VR CAVE. A group task can be assigned to students from different universities having virtual environments.

Benefits for students:
Better understanding of the learning material; possibility to present processes, phenomena and objects that cannot be seen without a specialized laboratory; avoiding contact with dangerous environments for which a practical exercise is impossible; increasing students' interest in the material studied; collaboration of faculty students with professors and their colleagues from the same or other institutions; immediate feedback on their activity and participation.

Keywords: Metaverse, Engineering education, SAMR, CAVE.