Background:
As the Metaverse grows, understanding its educational and security challenges is crucial. One concern is the Darkverse, a hidden space linked to potentially harmful activities. Despite its risks, awareness and research remain limited. This study explores the psychological effects of the Darkverse and the importance of digital literacy in navigating virtual spaces safely. A survey assessed university students' perceptions, cybersecurity knowledge, and safe practices awareness.

Aim:
This research examines the perception and psychological impact of the Darkverse, exploring whether it is seen as a threat or a tool for identity protection and its mental health implications.

The study aims to enhance digital literacy, online safety, and privacy awareness through survey analysis. Key contributions include:
- Reviewing Darkverse literature with a focus on cybersecurity education.
- Assessing college students' perceptions of the Darkverse.
- Examining its psychological effects and the role of education in mitigating risks.

Methods:
This study used a quantitative survey to examine students' experiences, perceptions, and awareness of the Darkverse, including its mental and educational impacts. The survey assessed students' understanding, anticipated reactions, and the influence of cybersecurity education. A convenience sample of 40 university students was recruited from personal networks and courses, with an average age of 23.63 years (SD = 7.689). Participants came from various academic backgrounds, including business (7 students, 17.5%), computer science (16, 40%), engineering (6, 15%), life/health sciences (4, 10%), arts/language (4, 10%), mathematics (1, 2.5%), psychology (1, 2.5%), and undeclared (1, 2.5%). This diverse sample provided insights into how academic background influences awareness of online risks.

Results:
University students mostly perceive the Darkverse as a threat, though many are unaware of its purpose. 60% (24 participants) saw it as a security and ethical risk, 30% (12 participants) were neutral, and 10% (4 participants) viewed it as a privacy tool but with ethical concerns. Most believed encounters with the Darkverse would not significantly impact emotions, well-being, or ethics, though some warned of desensitization to unethical behavior. There was a strong demand for education, with 85% (34 participants) supporting safety resources, 70% (28 participants) seeking guidance on recognizing risks, and 65% (26 participants) advocating for digital literacy in university curricula to improve cybersecurity awareness.

Discussion and Conclusion:
This study highlights the need for public awareness and education to promote mental well-being and safe online practices in the evolving Metaverse. The Darkverse presents new challenges, requiring proactive efforts to enhance understanding of risks, ethics, and psychological impacts. By prioritizing digital literacy, cybersecurity, and responsible online behavior, individuals can make informed choices and protect their mental health. Integrating cybersecurity, privacy, and ethics education into university programs is essential for preparing students for virtual engagement. Future research should explore the effectiveness of educational initiatives in reducing risks and improving perceptions of the Darkverse.

Keywords: Darkverse, Metaverse security, cybersecurity awareness, digital literacy, virtual reality risks, online privacy, psychological impact, ethical concerns, internet safety, unregulated environments, cyber threats, responsible behavior, privacy risks, student perceptions, cybersecurity education.