DOI: 10.12688/f1000research.191553.1 ISSN: 2046-1402

Metaverse-based active learning in higher education: evidence from a large-scale educational innovation project

Soratna Veronica Navas Gotopo, Ruth Adriana Toro álvarez, Ines del Carmen Flores Perozo, Juan Raúl Egoavil Vera, Haymin Teresa Raez Martinez
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Background The incorporation of the metaverse into the university setting is generating growing interest due to its potential to transform educational processes through immersive experiences and active methodologies. However, existing studies tend to focus on pilot programs or technology acceptance, with few analyzing large-scale institutional implementation and its contribution to the digital transformation of universities. Objective To evaluate the institutional implementation of an immersive learning ecosystem based on active methodologies and the metaverse, analyzing its scalability, academic reach, and organizational components to foster educational innovation and digital competence within a university institution. Method A descriptive study of institutional evaluation based on consolidated records of an educational innovation project carried out in one private university in Peru during the year 2025. Data were obtained from institutional dashboards and project monitoring databases, including indicators related to students, teachers, academic programs, subjects, technological resources, and implementation phases. The study included a descriptive statistical analysis and an integrated evaluation of institutional indicators. Results The project reached 994 students across four implementation phases, following a progressive scaling process with broad participation from degree programs, courses, and faculty. This implementation established an institutional ecosystem underpinned by the integration of active methodologies, metaverse-based immersive environments, digital educational resources, and management strategies aimed at ensuring the innovation’s sustainability. Four key characteristics of the institutional model were identified: scalability, interdisciplinary reach, pedagogical integration, and organizational capacity. Conclusions The institutional implementation of the immersive learning ecosystem represents an educational transformation that goes beyond mere technological adoption. It demonstrates the potential to integrate digital infrastructure, active methodologies, faculty training, and institutional management into a scalable model of educational innovation. The study provides evidence for universities interested in developing immersive ecosystems to strengthen digital competence and consolidate sustainable digital transformation processes.

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