Digital Education: Education today for tomorrow

	Teaching (Today for) Tomorrow: Bridging the Gap between the Classroom and Reality 3rd International Scientific and Art Conference Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts
SandraJelica Sovilj-NikićBabić, Ljiljana Bujišić, Marija Vorkapić, Sanja Čomić University of Belgrade - Faculty of Education, UniversityBelgrade, of Novi Sad, SerbiaSerbia sandrasn@eunet.rsristicjelica.uf.bg@gmail.com

Section - Education for digital transformation

Paper number: 1

Category: ProfessionalOriginal scientific paper

Abstract

Following modern trends and listening to the needs of education, economy and society, a new study program for undergraduate and master's studies at the Faculty of Education in Somborthe 5.0 era requires precise didactic-methodical reflection on using AI driven educational technology to create innovative and stimulating teaching environments. One of the Universitykey ofchallenges Novifacing Sadthe entitlededucational Digitalsystem Educationdetermines wasthe accredited.main Theresearch goalquestion of this studypaper, programand isrelates to trainhow anto educationalimprove profilethe thatexisting willteaching bemodels professionalwith helpthe latest technological solutions such as metaverse. This study aims to assess the 219 in-service primary school teachers’ perspectives about the metaverse concept and supportto for teachers inexamine the application of information-communication technologies (ICT) during the teaching. Having in mind that this profile possesses the necessary knowledge in the field of digital technologiesviews on the possible didactic-methodological potential of integrating metaverse in education. Data for this study were collected using an online survey as the primary research instrument, incorporating a 5-point Likert scale for attitudes about one handprospective teaching scenario, and allthen were interpreted using descriptive statistics, the necessaryChi-squared pedagogical, psychologicaltest and methodicalANOVA. The results of research show (still) insufficient knowledge of the term “metaverse”. Also, aspects of the teaching process for which our sample of teachers believes that the metaverse can have a positive impact were highlighted, as well as how three key factors (work experience, time spent on the othercomputer, hand,and grades) influence these attitudes. Based on the Digitalobserved Educationscenario, studyparticipants programbelieve meetsthat metaverse could have greater contribution to different aspects such as better evaluation of student work, improvement of existing teaching models etc. Implications for future research may be directed to fully understand the challengeseducational benefits of modernmetaverse. education. The aim of the research in this paperIt is essential to examineexplore teachers' perspectives across various educational levels, using diverse samples and determineteaching the degree of digital competence of teachers and the level of capability for independent use of ICT,scenarios, as well as to determine their attitudes towardinvestigate the introductionprocess of a professional associate into educational practice, who would be a helpevaluation and support to teachers in applying of ICT. In the research carried out in primary and secondary schools in the territory of Vojvodina, which is an autonomous region within the Republic of Serbia, a survey method and an anonymous survey questionnaire were used. The questionnaire was filled out by 240 teacher examinees. During the research, a modified Likert scale with multiple choice questions was used. The results of the research show that the majority of teachers have a satisfactory level of digital competence that they have acquired through some form of informal education and that more than 90% examinees use modern technologies for the purpose of preparing lessons and teaching. However, the majority of examinees believe that the introduction of an expert associate in the application of ICT would be extremely helpful for teaching. However, the majority of examinees believe that the introduction of an expert associate in the application of ICT would be extremely helpful for higher quality teaching, which implies the use of digital technologies in full capacity. Also, the results of the research indicate the fact that the examinees are not familiar with the accreditation of the Digital Education study program, as well as that they support the accreditation and consider it useful. Basedimpact on thechild results of the research, it can be concluded that in educational practice there is a real need for accreditation of the Digital Education study program, as well as that it is necessary to work on the promotion of this study program.development.

Key words:

digitalartificial technologies, information-communication technologies, learning, study program, teachingintelligence; attitudes; benefits; in-service education; metaverse.

Introduction

Today,The inrapid technological advancements of the era21st century, particularly the growing influence of science and technology rapid development, when artificial intelligence methods(AI), are used in many scientific disciplines, among other things,call for thea developmentthorough and improvementreevaluation of speechteaching technologies that enable communication between humansmethods and computers through speech (Sovilj-Nikić, S. et al., 2014; Sovilj-Nikić, S. et al.,2018), information and communication technologies (ICT) have become indispensable in all segments of modern society, including education. Modern education requires a new model of active learning that involves the use of digital resources of the modern world. The need for education based on the application of digital technologies is increasingly emphasized. However, the integration of digital tools to create dynamic and stimulating learning environments. Soon, groundbreaking technologies intoare curriculaset to revolutionize the educational experience, redefining what we currently perceive as innovative. Among these is the metaverse, as a prospective form of immersive reality technology with the potential to establish a completely new framework for education.

The term "metaverse" is a complexcompound processword influencedformed by "meta" (meaning beyond or transcending) and "verse" (derived from "universe," denoting the whole world), referring to a numbernew ofvirtual factorsuniverse that exists beyond the real world (BalanskatZhang et al., 2006)2022). Today we come to different points of view on the metaverse, from that a metaverse merely be a new term for virtual reality (VR), augmented reality (AR), and mixed reality (MR) to it is much more than that (Park & Kim, 2022 according to Hwang & Chien, 2022). Extended reality (EX) technology, as an umbrella term for VR, AR, and MR, is just one aspect of the metaverse ecosystem but is commonly explored alongside the metaverse because it is an existing set of technologies that offers cues as to what may lie ahead in future metaverse applications, especially given its immersive qualities (UNICEF & DIPLO, 2023).

AI Thegenerally useplays ofan digitalimportant technologiesrole in the teachingmetaverse process(Hwang has& beenChien, adopted2022). Because of this statement, the most comprehensive definition for understanding the concept of the metaverse is a worldwide virtual environment, a type of Web 3.0 tool with the potential to reimagine education with extended reality (XR) is expected to introduce a new and unique way of learning (UNESCO IITE & NetDragon, 2023). As is clear from the findings (Alfaisal et al. 2024; Mystakidis, 2022; Chua & Yu, 2024; UNESCO IITE & NetDragon, 2023) a metaverse:

1)     refers to a three-dimensional model of the internet often referred to as Web 3.0., an immersive, virtual world (multiuser platforms) - an interconnected web of social, networked immersive environments that provide a more immersive experience than the internet;

2)     interaction occurs between the users and digital artifacts in real-time, irrespective of their location;

3)     participants themselves can create an avatar (a configurable digital body - a lifelike manifestation of the user who can look quite different) and users enter the metaverse using their avatars to interact with other avatars and digital objects in virtual space, with the opportunities to shop, play games, work, socialize, and learn;

4)     integration of the real as well as physical universe through which the users can imagine various and myriad digital mirrors of the actual world and mirrors that are not present in the strategiesactual ofworld manyfor Europeandifferent countriespurposes;

(Novković Cvetković & Belousova, 2018).

5)     Intechnically orderthe tosystem adaptcan towork modernwithout changes,leaving teachersthe needactual toworld possesswhile maintaining a varietyconsistent ofconnection digitalwith competenciesthe virtual world without any time restrictions.

The findings (NikolićAl-kfairy et al., 2020).2024) Thereveal usethat user adoption of digitalthe mediametaverse in educationeducational contexts is influenced by multiple factors at technological, environmental, and individual levels.

From a technological perspective, the pathcore of the metaverse is based on artificial intelligence (AI). One of the most significant applications of AI’s simulation capabilities is its ability to digitalmake literacynon-player ofcharacters teachers,(NPCs) whichbehave islike essentialreal for raising the quality of educationhumans in the modernmetaverse. world.This, Thein digitalizationturn, enables learners to interact and collaborate with intelligent NPC tutors, NPC peers, and NPC tutees, as well as other human learners represented as avatars (Hwang & Chien, 2022).

Currently, interactive 3D platforms such as Roblox, Minecraft, and Fortnite serve as models for the future development of educationthe ismetaverse (Chua & Yu, 2024). This opens up a processvast that requires institutional action by all levelsrange of managementopportunities for implementing an intelligent metaverse system to support the development of innovative educational paradigms.

To unlock the full potential of the metaverse to support different learning scenarios (environmental levels) in theeducational educationsettings, systemmany meta-analyses have been conducted (DžigurskiFlores-Castañeda et al., 2013)2024; Geng & Su, 2024; Tlili et al., 2022) refer to a metaverse the potential to lead to the improvement of the virtual (online, blended and hybrid) learning as well as experiential, game-based and problem-based learning, collaborative, cooperative, self-directed learning), and emotional (involving the regulation of emotions). Moreover, curriculum gamification in the social virtual world opens new interdisciplinary cooperation that can enrich and differentiate in comparison to current online learning methods (Jovanović & Milosavljević, 2022). Through a carefully crafted combination of the best aspects of technology and essential pedagogical strategies, traditional teaching can be enhanced and transformed into a more engaging and stimulating learning environment. The virtual world enabled by the metaverse can shift the traditional teaching model from a static approach to a dynamic one across diverse learning scenarios, fostering student-centered collaboration by offering learning resources and real-time assessments (Díaz, 2020).

DigitalizationThe main potential on the individual level lies in educationthe changesfollowing: an immersive interactive experience for learning without time and space limitations, visualization of risky situations and historical periods, enhancing STEM education, individualization according to the placestudent's pace, inclusive environment, motivation, engagement and roleplayful of teachers and textbooksactivities in the teaching process, whereimproving theycommunication areand nodeveloping longercreativity, thedeveloping mainskills sourcethat require long-term practice, reducing feelings of knowledge.anxiety Modernand technologydepression, providescost studentsreduction, with diverse learning situations, individualizationprevention of learning, affects multiple sensesmisconduct and providesschool higherviolence quality final outcomes.(Hwang  Teaching& shouldChien, be organized in a way that creates such pedagogical situations that engage the complete personality of the student, his/her mental, affective and cognitive capacities.2022, Effectively organized teaching that includes the use of digital media allows the student to be the focus of the cognitive process in all phases of the lesson. In this way, the student is no longer the object of the teacher's action (NikolićLin et al., 2020)2022, Ristić et al., 2022). On the other hand, the key challenges of adopting the metaverse open new questions about: hyperrealistic experiences, identity formation, limited view of social interaction, health risks and physical safety, exposure to inappropriate content, data security and privacy, increase in digital violence, commercial exploitation and manipulation, parental control, increasing global inequality (UNICEF & DIPLO, 2023).

TeachersThe integration of the metaverse into education will depend on various factors, significantly influencing all critical aspects of the system. To align with the needs of modern learners, schools must evolve, discarding outdated practices that traditional education has proven ineffective. The need tofor be digitally literate in orderteachers to applydevelop modernnew competencies to effectively utilize and integrate AI technologies ininto education.their Therefore,teaching ittheory isand inevitablepractice thatwas teachersemphasized are(Mandić, constantly2024). trainedThis involves aligning AI tools with learning objectives, designing learning activities based on artificial intelligence, and leveraging AI to support various teaching strategies in the application of modern educational technology,technologies. Moreover, to ensure more effective implementation of the metaverse in the future, it is essential to offer technical support to teachers, encourage training both within and beyond the classroom through synchronous and asynchronous methods, and create a dynamic, interactive, and collaborative virtual platform for students (Tlili et al., 2022).

Understanding the changes brought by intelligent metaverse systems will potentially completely alter the methodological approach to teaching that is deeply rooted in the educational systems of many countries. Taking into account the predictions of the US survey that by 2027, Generation Z respondents (born between 1997 and 2012) will spend an average of 4.7 hours per day in metaverse spaces (Aielloto et al., 2022) it is extremely important to consider what kind of future we want for education with the metaverse. The study (Nguyen et al., 2025) explored metaverse literacy in cognitive, affective, behavioral, and ethical learning domains with first-year bachelor’s students enrolled in an undergraduate program. Their findings show that the learning experience with the metaverse significantly alters students' perceptions of the effort required for adoption and improves their metaverse literacy in education.

To answer the question of how to organize quality and efficient time spent in the metaverse and according to which criteria, in-service as well as intensivelypre-service improve their IT skills (Bjekić et al., 2018). Teachersteachers need to be systematically motivated to supplement their knowledge in order to be able to competently respond to the demands of the profession. Many education systems encounter a lack of qualified teachersprepared for the transfercritical evaluation of ITsituations knowledge,where contributingthe metaverse can provide learning like never before and trained to aprevent majorreported bottleneckchallenges and risks of implementing metaverse in thefuture. spreadThe top of ICTthat, ineducational stakeholders need to assess the readiness of educational process.systems for such types of changes.

 AThe well-preparedimpact of incorporating AI and educatedthe teachermetaverse isinto theeducation that remains largely unexplored in most importantresearch component for the successful implementation of teachingstudies (ChettyNguyen et al., 2014).2025;

Generally speaking, there are major deficiencies in IT skills among teachers. For example, in a survey of elementary school teachers in the United States, only 10% responded affirmatively that they understood the concept of computational thinking (Campbell & Heller, 2019). According to a study conducted by Google (2016), 75% of teachers in the United States misinterpreted “creating documents or presentations on a computer” as indicating a poor understanding of computer literacy. Other studies, surveys, and interviews have found that teachers in India, Saudi Arabia, the United Kingdom, and Turkey have low self-reported confidence in their understanding of modern technology and its applications in education (RamanAlmeman et al., 2015)2025), but the need is emphasized for academic and industry professionals to recognize the essential need to properly equip students and graduates for the digital age with this kind of technology (Xu & Impagliazzo, 2024). ToIn addressconnection thesewith challenges,that, manythe schoolmain systemsresearch question of this study focused on exploration whether advanced educational technologies like the metaverse can enhance existing teaching models. It examines teachers' familiarity with the metaverse, it's perspectives on potential benefits for education, and the impact of work experience, grade level, and computer usage on their attitudes.

According to research in other countries, we will see that teachers generally notice similar, greater, or lesser potentials that have introducedan continuingimpact professionalon development,their postgraduateattitudes certificationtoward programs,the application of metaverse. Somewhat similar to our participants, English as a Foreign Language (EFL) respondents in Turkey believe that the use of metaverse can contribute to the understanding of abstract topics in younger students. Also, results showed that participants have a positive attitude towards integrating the metaverse into English language teaching, and ICTit credentialswas perceived through suitability for being innovative, experiential learning and authentic tasks, developing intercultural communicative competence, task flexibility, for young learners, to provide the transition from theory to practice, for gamified teaching, for avatar use, for motivating participants, to expose participants to the target language. Negative attitudes were perceived through problems in teacher and parent preferences, problems in the psychology of users, in setting boundaries, management, and security, in accessing materials/expenses, problems in using with young learners, in using avatars, the bad influence on the mental and physical health of students, as well as the possibility that providestudents additionalmix trainingthe virtual world and educationreality (Kebeci, 2024). In a qualitative study on the metaverse, teachers from different schools, fields of study, and ages also from Turkey believe that the application of the metaverse will have both positive and negative impacts on humanity. Most of them believe that the metaverse is important for education and that it would make knowledge more permanent, high-quality, and efficient, as well as contribute to distance education. Teachers have seen the advantages of the metaverse in terms of active learning, practical work of experiments, and reducing the traditional form of work. They see the disadvantages through the problem of socialization and the possibility of escaping from real life, mixing real and virtual situations, health problems, and dependence on technology. Most teachers would decide to use the metaverse in teaching (HeintzSemerci et al., 2016)2024). This additional training uses the existing teacher workforce to meet the needs for digital competences, rather than recruiting specialized experts from outside the school system. For example, the British Information Society has created 10 regional university centers to conduct training activities, including lectures and meetings to facilitate collaboration and easier application of ICT in education.

TheAs Strategymentioned, forartificial intelligence (AI) is the Developmentkey of Teaching in Serbia emphasizesto the importance of digital technologies for the overall development of the educationmetaverse system.in general. Accordingly, the development of artificial intelligence highlights the need to enhance      Someteachers' digital competencies. If the metaverse evolves to meet educational needs and becomes adapted (both hardware and software) for use in school settings, it will undoubtedly be of great importance for the key digital competencies for AI (ZVKOV, 2023) to include competencies for the use and integration of the recommendationsmetaverse. thatA canlittle befurther foundaway arefrom relatedus, torespondents thefrom promotionsix different parts of the pedagogicalworld usewithin the K-12 level of ICTeducation in order to encourage innovation in teaching and achieve high educational standards. It is recommendedindicated that teachersteachers' alsowith possessmore ICT, digital and media literacy, as well as knowledgeyears of modernwork concepts,experience methodshave andless toolsconcern relatedabout toAI, but do not see any more benefit. Interestingly, no evidence has been found that the useage of ICTthe insubjects, the teachinggender processidentity, (Novkovićthe Cvetković & Belousova, 2018). The resultslevel of studieseducation onor the subject taught by the teachers influence the perceived advantages or concerns with the application of digitalAI. Teachers' in Brazil, Israel, and onlineJapan learningsee the advantages of using AI in vocationaleducation educationmore than teachers in SerbiaNorway, haveSweden, particularlyand emphasizedAmerica. Interestingly, concerns are more prominent in Israel, Norway, and Sweden than in the needUSA, forBrazil improvingand teacher competencies that are necessary for the development of digital teaching materialsJapan (DžigurskiViberg et al., 2013)2024). All this kind of studies, led us to another additional research question whether exist positive or negative views on the metaverse.

 

DigitalMethods education

A new study program for undergraduate and master's studies entitled Digital Education has been accredited at the Faculty of Education of the University of Novi Sad for the 2023/24 academic year (Faculty of Education, 2023). The goal of this study program is to train an educational profile that will provide professional assistance and support to teachers in primary and secondary schools in the application of information and communication technologies during the teaching. Through this study program, students will acquire the necessary professional knowledge in the fields of digital technologies as well as pedagogy, psychology and didactics. They will be able to create and use interactive, dynamic and multimedia educational content based on web platforms such as multimedia web presentations, educational computer games, posting teaching content on school websites, etc. This study program also enables them to master modern teaching methods and technologies, as well as the basics of educational sciences, and to apply the acquired knowledge in practice.

While attending the Digital Education study program in basic studies, students will have the opportunity to acquire knowledge in the field of educational sciences, informatics and computing, programming, algorithmic thinking, mobile technologies, application of ICT in education, and multimedia technologies through mandatory and a large number of elective courses. Upon completion of the study program, the student will possess the necessary practical knowledge in the field of digital technologies and informatics, which allows him/her to create and use educational digital materials for various subjects in accordance with current pedagogical practice and modern didactic recommendations. The student is also able to independently decide on the choice of appropriate digital teaching aids, as well as to develop and use personalized educational software.

The practical part of education is very important within this study program. Pedagogical practice is mandatory during all four years of basic studies, and also in both semesters of master's studies. In cooperation with experienced mentors in primary and secondary schools, students will gain practical experience in working with students, with constant support from faculty teachers in order to develop their skills as future teaching assistants. The implementation of tasks includes the creation of multimedia presentations and their posting on the school website, as well as the creation of educational digital materials, which include quizzes, crosswords, associations, puzzles, etc. for the needs of various teaching subjects.

The Master of Academic Studies Digital Education study program is designed to respect previously acquired knowledge and skills, and further build on theoretical and practical knowledge acquired in basic academic studies through lectures, practical teaching in the form of laboratory and experimental exercises, as well as pedagogical practice. The program involves education in accordance with the latest scientific achievements in the field of scientific research methodology, application of artificial intelligence technologies in education, creation of web content and methods of teaching computer science.

Practical teaching is a very important part of the study program. Pedagogical practice is implemented in cooperation with educational institutions that provide students with the opportunity to apply acquired knowledge in real situations and develop practical skills necessary for future work. The goal is to improve the acquired practical knowledge through independent research work that is reflected in the application of new technologies in practice, monitoring their effects and achieved results with a special focus on gifted students on the one hand and students with special needs and students from marginalized social groups on the other hand, and to use the acquired knowledge in further research work. When implementing research tasks, the student applies the knowledge acquired from the Methodology of scientific research work. The implementation of tasks includes studying the literature in the field of applying new technologies in education and designing specific research tasks that will be implemented during the practice in school with a special focus on gifted students on the one hand and students with special needs on the other hand.

Upon completion of the Master's degree program, the student will have advanced academic and/or professional knowledge related to theories, principles, and processes in the field of computer science teaching, as well as the application of new technologies in education. The student will also be able to analyze and evaluate different concepts, models, and principles of theory and practice, improving existing practice, and will demonstrate a positive attitude toward the importance of lifelong learning in personal and professional development. Having in mind that this profile possesses the necessary knowledge in the field of digital technologies on the one hand and all the necessary pedagogical, psychological and methodical knowledge on the other hand, the Digital Education study program meets the challenges of modern education.

 

Material and method

The research seeks to address the central question: Can the latest technological solutions in educational technology, such as the metaverse, improve existing teaching models? This inquiry focuses on the potential of the metaverse to enhance educational practices and learning outcomes.

The research centers on in-service teachers who teach in all grades of Serbian primary school^[1] from 1st to 8th grade, to assess their awareness of the metaverse concept. Additionally, the study examines their perspectives on the possible didactic-methodological potential of integrating the metaverse into education. The research explored how the integration of IT-developed teaching methods and metaverse—can revolutionize traditional teaching models.

To gather data, the instrument used in this paperstudy aimswas an online survey. This approach allowed for efficient data collection from a broad sample of 219 in-service teachers', ensuring diverse insights into their understanding and attitudes toward the metaverse. The research utilized a descriptive methodology to examineanalyze the collected data. This method provided a comprehensive overview of teachers' awareness, perceptions, and determinereadiness to adopt the degreemetaverse in their teaching practices, offering valuable insights into the future of digitaleducational competencetechnology integration. The potentials of teachersthe metaverse particularly stood out in teaching implementation and the level of their capability for independent use of ICTevaluation, as well as toin determinestrengthening attitudesthe holistic perspective of experiential learning.

Four research tasks we dealt with in this research is:

1)     How familiar are teachers towardwith the introductionterminological definitions of aaugmented professionalreality, associatevirtual intoreality, and metaverse?

2)     To what extent do teachers think that metaverse can potentially contribute to certain aspects of educational practice.work?

These

3)     associatesWhat wouldinfluence bedo the variables of work experience, grade, and time using the computer have on teachers' attitudes?

4)     Are there differences in attitudes, specifically whether some teachers exhibit more positive or negative attitudes?

The participants were first provided with a helpbrief description of what the metaverse is, along with a scenario that could represent a prospective model of an educational situation. This prospective teaching scenario is the result of the winning project The Empowered Teachers for the META future of the GCD4FE (The Global Competition on Design for Future Education) 2022 and supportcalled Ancientcraft.

According to Ristić et al. (2022) this is a STEM education scenario designed to promote cultural identity by raising awareness of cultural heritage which enables learners to travel through time to experience different historical periods related to manufacturing (see Figure 1 and Figure 2). The core focus is on problem-solving, hands-on learning, role-playing, and/or game-based learning where students are empowered to develop skills in traditional crafts. Students get hints and timely feedback on how to create a specific Serbian rug called “ćilim” from an NPC avatar as a tutor. For a more objective evaluation of students in the metaverse, a monitoring system constantly operates in the background of this metaverse environment, providing effective statistical reports to in-service teachers' based on Digital Bloom's Taxonomy as evaluation criteria, collecting feedback, and fostering holistic early childhood development. This designed evaluation model can serve as an aid to teachers in applying of ICT in preparing lessonsdecision-making and teaching.more Theobjective researchstudent withinassessment.    this paper was conducted in primary and secondary schools in the territory of Vojvodina, which is an autonomous region within the Republic of Serbia. In the research the survey method and an anonymous questionnaire were used. The questionnaire was filled out by 240 teachers.

 

TheFigure first1. partAncientcraft (video)   Figure 2. Ancientcraft (immersive interaction between student and avatar)                                   

Upon viewing the video, the participants were instructed to assess their perspectives regarding the didactic-methodological potentials of the surveymetaverse containsusing demographica questionsLikert relatedscale ranging from 1 (strongly disagree) to gender,5 age(strongly andagree). educationalThe levelLikert scale is oriented on one side towards a more qualitative approach to teachers' work, while on the other side, it encompasses students' competencies. The potential of the examineesmetaverse was significant for improving the work of teachers' and educators are covered through statements such as: to what extent does the metaverse contribute to improving existing teaching models (problem-based, project-based, research-based), better evaluation of student work, and better monitoring of student performance. For students, this is encompassed through all three domains - educational, cognitive, and psychomotor. In this regard, we wanted to investigate the extent to which respondents believe that representthe metaverse contributes to student motivation, cultural identity, better understanding of content about Serbian tradition, acquisition of procedural knowledge in carpet making, and development of fine motor skills. By applying the researchChi-square sample.test, Thewe genderwanted structureto examine the relationship between teachers' attitudes about the potentials of the examinees,metaverse whichand showsfactors thatsuch almostas 80%respondents' womenwork participatedexperience, computer usage, and the grade they teach, i.e., with independent variables. Also, the application of ANOVA statistical procedure, and tests such as: T-test and Post-hoc test (Tukey HSD, Bonferroni) aimed to examine variations in theattitudes research, is given in Figure 1.

 

Figure 1. Gender structure of examinees

Figure 2 showstowards the age structure of examinees. The smallest number of examinees (2.94%) is under 30 years old, 21.85% are between 31 and 40 years old, 30.25% are between 41 and 50 years old, while 37.39% of examinees are teachers aged 51 to 60. Examinees over 61 years old is 7.56% of the total number. Based on the results presented, it can be seen that more than two-thirds of teachers are between 41 and 60 years old, while the smallest percentage of examinees is under 30 years old.

 

Figure 2. Age structure of examinees

 

The educational structure of examinees is shown in Figure 3. Based on the data presented in Figure 3, it can be observed that the largest percentage of examinees (38.4%) completed academic studies or bachelor’s degree, while the smallest number of examinees (1.27%) completed specialized studies. Almost three quarters of the total number of examinees have completed academic studies or a master's degree. Only 1.69% of examinees have a doctorate.

 

Figure 3. Educational structure of examineesmetaverse.

 

Results and discussionDiscussion

 

TheFor secondexperimental partresearch, a question was asked, Can the latest technological solutions in educational technology such as metaverse improve the existing teaching models? This research aimed to assess the in-services teachers’ awareness (in the wider territory of the questionnairecity containsof questionsBelgrade) whoseabout answersthe allowmetaverse concept and to determineexamine the levelviews on the possible didactic-methodological potential of digitalintegrating competencemetaverse in education.

The data collected by the online survey was analyzed using a descriptive research method. Also, in the online survey, we used a conceptual proposal of teachers,a asprospective wellteaching asscenario with metaverse. Table 1 illustrates the leveldistribution of abilitythe toresearch independentlysample useby ICT for preparing lessonsgrade and teaching.gender. FigureThe 4research showssample thewas examinees'219 answersin-service toprimary theschool questionteachers related(111 toteaching attendinggrades a1–4, trainingand course108 relatedteaching togrades the5–8). use In terms of ICTgender, in teaching. Thethe majority of the totalsample numberwere of examineesfemales (77.5%87.2%), attendedwhile somemale course.teachers Itaccounted canfor be12.8%. noticedThe thatdistribution moreby thangrade threelevel quarterswas ofbalanced, examineeswith have50.7% someteaching formlower ofgrades informal(1–4) ICTand education.49.3% teaching upper grades (5–8).

the

Figuresample's 4.demographic Havecharacteristics, youwe attendedalso anyselected training coursecharacteristics related to the useyears of ICTwork experience and time spent using computers in teaching?

daily

work. The purposesample of using modern technologiesstructure is shown in FigureTables 5. Examinees had the opportunity to give multiple answers1 and it can be seen that modern technologies are used most often for finding teaching materials (26.42%) and preparing for teaching (22.63%), then follow information dissemination (20.85%), communication (17.77%) and social networks (11.02%). Other purposes, including conducting lessons, student motivation, conducting online classes and other needs are represented by less than one percent.

 

Figure 5. The purpose of using modern technologies

Figure 6 shows the examinees' answers to the question of which modern technology tools and devices they use when preparing lessons and teaching. Examinees could give multiple answers. Based on the answers given, it can be observed that the most commonly used device is a computer or laptop, which was chosen by 230 examinees when preparing lessons and teaching. In addition, examinees separated the Internet (215 examinees), a video beam (192 examinees), e-platforms (137 examinees), educational software (61 examinees), interactive whiteboard (38 examinees) and TV (28 examinees). The smallest number of examinees (only 5 examinees) chose DVD recorder as the device they most often use when preparing lessons and teaching.

In the similar research conducted in primary and secondary schools in the territory of the Municipality of Zvornik, the largest percentage of examinees also stated that they use the computer the most out of digital devices when preparing lessons and teaching (Blagojević et al., 2022). Authors who researched the use of computers for the purpose of preparing lessons and teaching by teachers who do not teach informatics came to similar findings (Ilić, 2020).

 

Figure 6. Which modern technology tools and devices do you use when preparing lessons and teaching?

Figure 7 shows the examinees' responses related to self-assessment of IT literacy. The largest number of examinees, representing almost half of the total number (44.07%), rated their IT literacy as good with a score of 4. While 27.54% of examinees gave a score of 3, and a quarter of examinees (25.42)% consider their IT literacy is very good. Of the total number of examinees 2.54% rated their IT literacy as 2. Less than one percent (0.42%) of examinees consider their IT literacy is very poor. More than 95% of examinees rated their IT literacy with a score of 3 (adequate) or better.

 

Figure 7. Rates of IT literacy

Alos, according to research (Rogošić et al., 2021) conducted in secondary vocational schools in Zagreb and Zagreb County, the majority of teachers rate their IT literacy very highly in terms of the use of widely applicable computer programs within the Microsoft Office package.

The last part of the questionnaire used a modified Likert scale with multiple-choice questions to examine teachers' attitudes towards the introduction of an ICT professional associate into educational practice. Figure 8 shows that almost two-thirds of the examinees strongly agree or mostly agree with the statement that they would like to have an ICT professional associate. It also can be notice that about 15% of examinees strongly disagree or mostly disagree with that statement and about one fifth of examinees have no opinion regarding ICT specialist as a collaborator.

Figure 8. I would like to have an ICT specialist as a collaborator

More than half of the examinees strongly agree or mostly agree with the statement that a professional associate would be of great help in preparing lessons and teaching, while one quarter of the examinees stongly disagree or mostly disagree with this statement, as shown in Figure 9. Almost one-fifth of examinees have no opinion regarding the significance of assistance from professional associate in preparing lessons and teaching. 

Figure 9. Having a professional associate would be of great help to me in preparing lessons and teaching

The research findings (Milić & Milojević, 2022) also show that the examinees have a great need for professional help in order to expand their knowledge and improve the skills needed for teaching using ICT.

Figure 10 shows that almost two-thirds of the examinees strongly agree or mostly agree with the statement that they would like to have an ICT professional associate which would assist them in creating quizzes and presentations to make the classes more engaging and improve the teaching quality. Almost a fifth of examinees strongly disagree or mostly disagree with this statement, while 15% of them are undecided.

Also, according to research (Ranđelovic, 2022), the majority of teachers believe that the application of ICT in teaching contributes to the improvement of the quality and durability of acquired knowledge among students.

Figure 10. I would like a professional associate to assist me in creating quizzes and presentations to make the classes more engaging and improve the teaching quality

Figure 11 shows the examinees' answers about the need to know various digital tools for creattion of teaching materials and tests. Based on the examinees' answers, it can be seen that three quarters of the examinees strongly agree or mostly agree with the statement that they would like to have more knowledge about digital tools in order to create more fun and better teaching materials and tests and thus motivate students to better follow the lessons. About 13% of examinees strongly disagree or mostly disagree with this statement, while 12% have no opinion on this issue.

 

Sample structure by grade and gender

 

FigureTable 11.2. Irepresents wouldthe likesample structure based on work experience and the amount of time spent using a computer in daily activities. Work experience was categorized into two groups: less than 10 years and more than 10 years. The majority of teachers (60.3%) had more than 10 years of experience, while 39.7% had less than 10 years of experience (up to know5 variousyears digital22.3% tools(49) and learnfrom 5 to create10 years 17,4% (38). Starting from the fact that teachers with more work experience are older, and vice versa - those with less experience are younger, it is an interesting fact that teachers with more teaching materialsexperience use computers for more hours per day compared to teachers with less work experience. Regarding time spent using a computer, most teachers (47.9%) reported using a computer for 1–3 hours per day, 32% for more than 3 hours per day, and tests19.2% for less than one hour daily.

 

SimilarTable research2. (MilićSample &structure Milojević,by 2022)work showsexperience thatand teacherstime haveusing a significantcomputer

need

 

TheTo responsesanswer whichthe showfirst thatresearch moretask, thanwe twoexamined thirdsto what extent, according to the Likert scale of examinees1-5, supportin-service theteachers' neware accreditedfamiliar studywith programterminological definitions of augmented reality, virtual reality, and considermetaverse. itThe usefulresults are givenshown in FigureTable 13.3.

About

 7% of examinees do not support the accreditation of the new study program, while about a fifth of examinees are undecided.

 

definitions of augmented reality, virtual reality, and metaverse

 

seen from Table 3, the teachers' are best acquainted with the term virtual reality, and the least with the term metaverse, which can be seen based on the mean value of the answers.

Figure 13.The Dofact youthat supportthey are most familiar with the term virtual reality is not so surprising because many meta-analyses emphasize the rapid adoption of immersive VR technologies into teaching on a regular basis, thanks to increasingly accessible and consideraffordable hardware ( Radianti et al., 2020, Hamilton et al., 2021). Shortly, metaverse will be even more relevant in the accreditationeducational system, and the potential reason for this result can be found in the fact that it is not yet applied in education in Serbia and that teachers in Serbia do not have training on examples of Digitalhow Educationto use metaverse in education. A similar result of the research is a qualitative study programon the metaverse in education that included 57 teachers from different fields in Turkey. However, 25 teachers had not heard of the metaverse at all, while the rest had heard of it from movies, games, and social networks, but none of the respondents had experienced it. The respondents defined the metaverse as a virtual world and reality, adapting to digital life and avatars. By integrating training for the metaverse, they believe they would be more efficient, secure, and future-ready (Semerci et al., 2024). Developing awareness and encouraging teachers' to reflect on and act towards developing their own and their students’ digital competencies is useful?

of

great importance, considering that teachers have the task of preparing students for the future — through the development of critical thinking, attitudes, focusing on lifelong learning, and similar goals (Mandić, 2024а). Therefore, teachers' must be familiar with these terms, and schools to be equipped so that all those who are involved in education can become familiar with it and implement it in their work with students. Another study highlights that there is still a need for teacher training and awareness of global trends regarding the application of augmented reality in education. The need for AR training is indicated by educators around the world, such as Libya, whose research shows that educators from Libya are not familiar with how they can integrate AR and activities with children, they are not trained for it, and due to a lack of equipment, they did not prepare activities that include AR (Tutkun, 2024).

The findingssecond research task was to examine to what extent in-service teachers' think that metaverse can potentially contribute to certain aspects of thiseducational researchwork. showThe thatresults theare introduction of a professional associateshown in theTable field of ICT would be extremely useful for improving the quality of teaching, which implies the use of digital technologies in their full potential and capacity. Also, it should be noted that there are certain limitations of this research that may affect the findings, having in mind that the research was conducted in primary and secondary schools only in the territory of Vojvodina. Therefore, it would be useful to conduct research on the territory of the entire Republic of Serbia and determine the attitudes of teachers in both urban and rural areas. In order to improve the Digital Education study program, it would be useful to direct further research towards examining students' satisfaction with the existing study program, as well as identifying their suggestions for improving the study program.4.

 

 

ConclusionsTable 4. Teachers' attitudes on the contribution of metaverse in the teaching process

It contributes to	Mean	Median	Mode
a better understanding of the content of Serbian  tradition	3	4.0	4
the acquisition of procedural knowledge about making rugs	3.64	4.0	4
the development of cultural identity	3.74	4.0	4
a realistic experience of the past	3.95	4.0	5
greater motivation for research on Serbian tradition	3.97	4.0	4
to the development of fine motor skills	3.0	3.0	4
a greater degree of individualization	3.48	4.0	4
experiential learning	3.76	4.0	4
better monitoring of student work	3.53	4.0	4
a better evaluation of student work	3.47	4.0	4
the creation of a stimulating learning environment	3.91	4.0	4
the improvement of existing teaching models (problem-based, project-based, research-based)	4.0	4.	4

 

The research results presented in this paper show even if 

theFrom majorityTable of4, teacherswe can see that in-service teachers' generally have a satisfactorypositive levelattitude ofabout digitalmetaverse competencecontribution to the education process. They believe that metaverse has the best potential for improving existing teaching methods (Mean=4.0) and usethe digitalleast technolgiespotential infor educationalimproving practice,students' mostmotor ofskills them(Mean=3.0). It is encouraging that the result shows that in-service teachers' primarily believe that the introductionmetaverse ofcan aenhance professional associate in the application of ICT would be extremely helpful for higher qualityevolving teaching andmodels. enableWe thecan use of digital technologies in full capacity. Findings of this research showsay that the majority of teachersthey are notsufficiently familiar with the accreditationcharacteristics of innovative models and recognize the potential for their improvement.

Taking into account that schools employ educational staff who have worked using traditional methods as well as those trained to apply developmental teaching models, we were interested in whether teaching experience, the grade they teach, and the amount of time they spend on a computer influence teachers’ attitudes. So, the third research task was to examine what influence do the variables of work experience, class and time using the computer have on teachers' attitudes. Results are shown in Table 5.

  

Table 5. Correlation of factors with the attitudes about contribution of metavers.

studytheyanduseful.

	Work experience			Time use of computer			Grade
It contributes to	χ2	df	p	χ2	df	p	χ2	df	p
a better  understanding of Serbian  tradition	8.514	4	.074	6.254	12	.903	6.955	4	.138
the acquisition of procedural knowledge about making rugs	8.417	4	.077	8.799	12	.720	11.118	4	.025
the development of cultural identity	5.332	4	.255	8.747	12	.724	3.126	4	.537
a realistic experience of the Digitalpast Education	program. .730 Also,	support 4 accreditation	consider .948 it	Finally, 7.782	12	.802	6.599	4	.159
greater motivation for research on Serbian tradition	12.075	4	.017	13.964	12	.303	7.921	4	.095
the development of fine motor skills	3.665	4	.453	4.487	12	.973	1.086	4	.896
a greater degree of individualization	5.805	4	.214	5.537	12	.938	8.240	4	.083
experiential learning	8.481	4	.075	7.002	12	.858	10.390	4	.034
better monitoring of student work	8.892	4	.064	9.880	12	.626	6.307	4	.177
a better evaluation of student work	12.385	4	.015	14.903	12	.247	3.304	4	.508
the creation of a stimulating learning environment	10.854	4	.028	8.288	12	.762	4.040	4	.401
the improvement of existing teaching models	10.208	4	.037	8.870	12	.714	4.875	4	.300
(problem-based, project-based, research-based)

 The Chi-square test showed that work experience has an influence on the basisattitude that metaverse contributes greater motivation for research on Serbian tradition, better evaluation of student work, creation of a stimulating learning environment, and improvement of existing teaching models (problem-based, project-based, research-based) (p<.05), but time used on the computer has no influence on metaverse contributes (p>.05). On the other hand, the grade influences the attitude that metaverse contributes to the acquisition of procedural knowledge about making rugs and experiential learning(p<.05). Considering that procedural knowledge answers the question of how something works (Miščević Kadijević, 2011), it plays a crucial role in understanding the processes involved in various tasks.

 

 

The One-way ANOVA statistical procedure is applied to examine variations in attitudes towards the metaverse depending on teachers' work experience (up to 5 years, from 5 to 10 years, more than 10 years) and between lower (1-4) and upper (5-8) grade teachers'. Based on separate one-way ANOVAs, it was determined that there are differences in attitudes, both towards the grade and across different years of experience (Table 6).

Table 6. Results of factors with the attitudes about contribution of metavers – ANOVA

 

In relation to work experience, there are statistically significant differences in attitudes about the creation of a stimulating learning environment (p = 0.023) and the improvement of existing teaching models (problem-based, project-based, research-based) (p = 0.021). To examine the impact of three factors (up to 5 years, from 5 to 10 years, more than 10 years) on these two selected dependent variables, a post-hoc tests (Tukey HSD and Bonferroni test) were applied (Table 7 and Table 8).

 

 

 

Table 7. Post-hoc analysis of variations in attitudes for the creation of a stimulating classroom environment.

							95% Confidence Interval
Dependent variable	Test	WE (I)	WE (J)	Mean Difference  ( I-J)	Std. Error	Sig.	Lower Bound	Upper Bound
the creation of a stimulating learning environment	Tukey HSD	<5	5-10	.312	.260	.455	-.30	.93
			>10	.551*	.201	.018	.08	1.03
		5-10	<5	-.312	.260	.455	-.93	.30
			>10	.239	.222	.529	-.28	.76
		>10	<5	-.551*	.201	.018	-1.03	-.08
			5-10	-.239	.222	.529	-.76	.28
	Bonferroni	<5	5-10	.312	.260	.695	-.32	.94
			>10	.551*	.201	.020	.07	1.04
		5-10	<5	-.312	.260	.695	-.94	.32
			>10	.239	.222	.846	-.30	.77
		>10	<5	-.551*	.201	.020	-1.04	-.07
			5-10	-.239	.222	.846	-.77	.30

 

 

Regarding the attitude that therethe metaverse contributes to the creation of a stimulating learning environment, a significant difference was found between the groups of teachers' "up to 5 years of experience" and "more than 10 years of experience" (p = 0.018 for Tukey HSD, p = 0.020 for the Bonferroni test). This difference is apositive real(Mean needdifference = 0.551), meaning that more experienced teachers' (with over 10 years of experience) rate the stimulating learning environment more positively compared to those with less experienced teachers' (up to 5 years of experience).

Table 8. Post-hoc analysis of variations in attitudes for accreditationthe improvement of existing teaching models (problem-based, project-based, research based

							95% Confidence Interval
Dependent variable	Test	WE (I)	WE (J)	Mean Difference ( I-J)	Std. Error	Sig.	Lower Bound	Upper Bound
the improvement of existing teaching models (problem-based, project-based, research-based	Tukey HSD	<5	5-10	.341	.258	.386	-.27	.95
			>10	.557*	.200	.016	.08	1.03
		5-10	<5	-.341	.258	.386	-.95	.27
			>10	.216	.220	.590	-.30	.74
		>10	<5	-.557*	.200	.016	-1.03	-.08
			5-10	-.216	.220	.590	-.74	.30
	Bonferroni	<5	5-10	.341	.258	.565	-.28	.96
			>10	.557*	.200	.018	.07	1.04
		5-10	<5	-.341	.258	.565	-.96	.28
			>10	.216	.220	.984	-.32	.75
		>10	<5	-.557*	.200	.018	-1.04	-.07
			5-10	-.216	.220	.984	-.75	.32

 

 

 

Regarding the attitude that the metaverse contributes to the improvement of existing teaching models (problem-based, project-based, research-based), a significant difference was found between the groups: "up to 5 years of experience" and "more than 10 years of experience" (p = 0.016 for Tukey HSD, p = 0.018 for the Bonferroni test). The difference is negative (Mean difference = -0.557), meaning that teachers with more than 10 years of experience have significantly lower average ratings for this attitude compared to less experienced teachers' up to 5 years experience.  This means that teachers with up to 5 years of work experience have a more positive attitude compared to teachers with more than 10 years of experience.

In relation to grade, in Table 6 are statistically significant differences in attitudes about: a better  understanding of Serbian  tradition (p = 0.024), the acquisition of procedural knowledge about making rugs (p = 0.003), a realistic experience of the Digitalpast Education study(p program,= but0.018), itgreater ismotivation necessaryfor research on Serbian tradition (p = 0.020 a greater degree of individualization  (p = 0.030), experiential learning  (p = 0.006).

Table 9 . T-test for the difference in attitudes based on grade level (lower and upper grades)

 

The t-test analysis in Table 9. showed that lower grade teachers (1-4) generally have higher mean values across all categories when compared to workupper grade teachers (5-8), suggesting that they hold a more positive attitude. Specifically, lower grade teachers reported that metaverse could contribute to a better understanding of Serbian tradition (Mean = 4.02) compared to upper grade teachers (Mean = 3.66). They also rated the contribution to acquisition of procedural knowledge about making rugs higher (Lower grade: Mean = 3.88, Upper grade: Mean = 3.38), and they expressed a more favorable view on itsproviding promotion.a realistic experience of the past (Lower grade: Mean = 4.14, Upper grade: Mean = 3.74). Furthermore, lower grade teachers regard that metaverse could contribute to greater motivation for research on Serbian tradition (Lower grade: Mean = 4.16, Upper grade: Mean = 3.78) and a higher degree of individualization in teaching (Lower grade: Mean = 3.66, Upper grade: Mean = 3.28). Lastly, they rated contribution to experiential learning more positively (Lower grade: Mean = 3.97, Upper grade: Mean = 3.51).

 

ReferencesConclusions

Balanskat,Artificial A.,intelligence Blamire,has R.,a wide range of possibilities suitable for application in teaching, which can complement a relatively new teaching model—information-development teaching—that is still in the process of being developed and applied. One of the characteristics of this teaching model is the new spatial organization and didactic-methodological equipment, bidirectional communication, and the possibility of discussion, as well as the active role of students, who become researchers constructing knowledge independently (Vilotijević & Kefala,Mandić, S.2016). (2006).The Ametaverse reviewaims to become an integral part of studieseducation in the future, allowing students to visualize historical periods and experience immersive learning without time or spatial constraints (UNESCO IITE & NetDragon, 2023).  Improving the teaching process should follow global innovations in practice but with caution due to the challenges that artificial intelligence brings. To recognize the advantages of ICTthe impactmetaverse, onsuch schoolsas immersive student experiences, stimulating environments, and cost-effectiveness, teachers' must develop and refine their digital competencies. Only the purposeful application of the metaverse leads to desired outcomes, such as greater dedication to the educational aspect of students, long-lasting knowledge, preparing students for the future, increased student motivation, and more. The importance of maintaining a balance between nature and artificial intelligence is recognized in Europe.addressing Brussels:the Europeanhealth Schoolnet.risks associated with the use of the metaverse, as pointed out by experts, as well as in raising student awareness of the purposeful use of artificial intelligence. A mixed learning environment is flexible and stimulating, supporting diverse learning styles and teaching models while encouraging the use of various applications and web tools (Ristić 2019) making it essential for children and students to continuously develop lifelong learning competencies (Mandić et al., 2024). For this reason, teachers' should be familiar with the characteristics and possibilities of applying the metaverse in working with students, as well as the associated risks. It is essential that, in addition to a theoretical approach, they have the opportunity to implement this in practice. To foster children's well-being in a technology-enhanced educational environment, it is essential to adopt a methodological approach that promotes interdisciplinary collaboration, teamwork, problem-solving, and the cultivation of children's creativity (Matović & Ristić, 2024). Given that the metaverse is still not widely used in our educational system, and the reduced awareness among teachers about terms like virtual reality, augmented reality, and the metaverse, we believe that training should be organized to enable teachers' to be practically equipped to apply these tools with students.

BjekićThe results of the first research task show that, despite awareness of the existence of artificial intelligence, as well as the principles of its application and dissemination, our respondents are still the least familiar with the term metaverse, as well as what it represents (Mean=1.87).  The reason for this result may lie in the age structure of our sample, but also in the fact that the application of computer-based learning is still unevenly distributed across the territory of Serbia. To effectively implement the metaverse in the future, teachers' need to be well-acquainted with the characteristics of innovative teaching models, not only in Central Serbia but also in other regions. We consider it important to note that primary school teachers of the Zlatibor district in Serbia are largely familiar with innovative teaching models, and teachers with a higher level of education are more aware of the importance of applying them in the teaching of nature and society, and are most applicable to teachers up to 10 years of age and over 30 years of work (Milenović et al., D.2024).

Participants in our study believe that metaverse contributes to greater motivation for researching Serbian tradition (Mean=3.84), Krneta,better R.evaluation of student work (Mean=3.53), &creation Miloševićof a stimulating learning environment (3.91), D.and improvement of existing teaching models (2008)problem-based, project-based, research-based) (4.0). The application of this teaching model supported by the metaverse, further strengthens the development of cultural identity, which our respondents also recognize (Mean=3.74).Kompetencije za e-nastavu u sistemu profesionalnih kompetencija nastavnika osnovne škole. Inovacije u nastavi, 21(2), 7-20.

BlagojevićWork experience and grade level have an impact on the formation of attitudes, whereas the amount of time spent using a computer does not exert any influence. Results indicate that more experienced teachers (over 10 years of experience) rate the contribution of the metaverse to a stimulating teaching environment more positively compared to those with less experience (up to 5 years of experience), M.,while Lazarević,teachers M.,with Jović,less N.experience &(up Nikolić,to M.5 years) express a more positive attitude towards the contribution of the metaverse to the improvement of existing teaching models compared to more experienced teachers. On the other hand, lower grade teachers (2022)1-4) have more positive attitudes across all aspects compared to upper grade teachers (5-8). Analiza stanja informatičke pismenosti učenika i nastavnika u osnovnim i srednjim školama sa opštine Zvornik. Bijeljinski metodički časopis, 13, 39-57.

Campbell,Artificial L.,intelligence &cannot Heller,express S. (2019). Building computational thinking: Designemotions and makingcannot inreplace teacherthe education.teachers' Recruiting,live preparing,presence, so we believe that teachers' should be encouraged to explore it further, enabling them to successfully guide students to use artificial intelligence as an enhancement to their ideas. Given that most students are active on social media and retainingfollow stemdigital teachersworld trends, implications for afurther globalresearch generationcould (pp.focus 163-189).on Leiden:students Brill.

as

Chetty,well, R.comparing Friedman,their J.,awareness &and Rockoff,attitudes J. (2014). Measuringabout the impactsmetaverse with those of teachers II: Teacher value-addedteachers, and studentexamining outcomesthe incurrent adulthood. American economic review, 104(9), 2633-2679.

Džigurski, S. Simić, S., Marković, S. & Šćepanović, D. (2013). Istraživanje o upotrebi informaciono-komunikacionih tehnologija u školama u Srbiji. Beograd: Tim za socijalno uključivanje i smanjenje siromaštva.

Facultyreadiness of Educationeducational (2023).stakeholders Accreditation.to Retrievedimplement onartificial 28th March 2025 from http://www.pef.uns.ac.rs/index.php/home/2021-11-29-09-28-35/170-alreditacija2023

Google (2016). Trendsintelligence in the Stateclassroom. Tlili et al. (2022) highlight a significant gap in metaverse research, noting that limited studies focus on early childhood, primary, and secondary education. Furthermore, no research has explored the use of Computerthe Sciencemetaverse in U.S.education K-12for Schoolsstudents with disabilities, emphasizing the need for developing accessible and inclusive educational environments. The spatial and temporal virtual freedom offered by the metaverse has the potential to enhance inclusiveness and participation for students with disabilities and special needs. Future implications for teacher competence training include the creating of a professional development program for educators focused on the metaverse, aimed at bridging the gap between theoretical concepts and real-world applications. IT corporations should prioritize the educational aspects of the metaverse, while teachers' play a crucial role in the development of educational metaverse environments. Pilot study observations, with specific tasks on how to organize, plan, apply, and evaluate the metaverse in particular educational situations at all levels of education (from kindergarten to faculty as well as professional training courses for some professions) and especially for vulnerable groups will be essential for assessing its effectiveness.

 

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[1] primary school education in Serbia is divided into two cycles (1-4 grade and 5-8 grade)

Sovilj-Nikić,