The metaverse integration within education contexts marks a transformative paradigm shift, proposing immersive and interactive learning experiences. This qualitative research studies teachers and instructors'; perspectives on the future trends and challenges related with the educational implementation of the metaverse. Through netnography and focus group methods, a sample engaged in a simulated virtual classroom experience, providing valuable insights into the potential applications and limitations of this technology. Participants underlined the ability of the metaverse to create a sense of closeness and involvement, overcoming traditional distance learning limitations. The study reveals the educators’ optimism regarding the metaverse's affordances to create engagement and proximity, addressing distance learning constraints. Challenges, including optimization issues and the need for technical support, highlight the importance of cautious evaluation and strategic implementation.

The teachers foresee a transformative role in shaping the metaverse's future, advocating for active collaboration in platform development and comprehensive pedagogical training programs. The study, as part of a master thesis, concludes with theoretical and practical contributions, offering insights to need for teachers and instructors to acquire specific skills for effective integration, clear rules and ethical guidelines in educational metaverse usage. Despite limitations, this research contributes to understanding the evolving landscape of metaverse-enhanced education, providing a foundation for further study and application.

Keywords: Metaverse in Education, Immersive Learning, Virtual Classroom, Immersive Learning, Virtual Reality in Education.