The emergent speed of the metaverse as the immersive educational ecosystem, which is a combination of thevirtual reality, augmented reality, and extended reality, inherently questions the way higher educationalinstitutions imagine teaching, learning, and faculty professional practice. Since tertiary institutions across theworld consider the pedagogical opportunities of persistent virtual worlds, the issue of faculty attitudes towardsand reactions to these technologies is making institutional and scholarly news. However, despite the increasedamount of metaverse-related research in 2021, educator perspective is still systematically underrepresented, andthe bulk of the existing research focuses on the acceptance of the metaverse by students or its feasibility, but noton the opinion of the individuals to create and deliver the instruction.The paper seals that gap by synthesizing systematically the existing empirical and conceptual literature on thetopic of the perception, attitudes and adoption behaviors of faculty in the metaverse technologies in highereducation. An overarching aim of it is to create a logical, faculty-focused view of what drives or restrainsmetaverse integration in university teaching, beyond the disjointed, individual studies to consolidated, usefulinformation to the researcher, administrator, and policymaker.The review includes 52 peer-reviewed studies that have been conducted since 2004 to 2025 in institutions locatedin East Asia, Middle East, Europe, North America, and others. It encompasses an extensive span of immersivetechnologies VR and AR and XR environments used in undergraduate and postgraduate teaching in disciplinessuch as business and healthcare and vocational and professional training.The systematic literature review, which adheres to PRISMA 2020 guidelines, was carried out in Scopus andGoogle Scholar by using structured Boolean search strings anchored on PICOC criteria. The preliminary databasesearches yielded 304 records after de-duplication and were screened on two phases the title and abstract screeningand then full-text screening against specified inclusion and exclusion criteria. A framework of Theory-Context-Characteristics-Methodology (TCCM) was used as the main analytical tool, which made it possible to synthesizesix research objectives in a structured manner.The metaverse is widely positively accepted by the faculty, conditionally determined by the history of digitalexperience, institutional structure, professional identity, and demographics. Performance expectancy, effortexpectancy, and facilitating conditions are always identified as the most powerful predictors of adoption, whereasthe most often noted obstacles are platform accessibility and lack of training. Although such advantages asimproved student engagement, simulated experiential learning, and adaptable collaborative areas are not inquestion, their implementation is preconditioned by organizational institutional support. In theory, TAM andUTAUT prevail in the field yet are inadequate to represent metaverse peculiarities of presence, embodiedinteraction, and identity mediated by the avatars.The review has three original contributions: It presents the first extensive faculty-focused synthesis of metaverseadoption research available; It uses the TCCM framework to apply to metaverse education research; and itgenerates a consolidated research agenda that identifies gaps essential to longitudinal design, equity concerns, cross-cultural representation, and theory-specific development of the metaverse-based higher learning as acomplete roadmap to the future of rigorous and inclusive research
Marwah et al. (Sat,) studied this question.