Developing and validating a scale for measuring metaverse identity among senior primary and university students

The participatory view of learning positions identity construction as a core pedagogical outcome, yet research on identity within metaverse-mediated education remains limited. This study conceptualises Metaverse Identity as a multidimensional construct comprising: (1) Metaverse Engagement, (2) Metaverse Affiliation, (3) Metaverse Actualisation, and (4) Metaverse Future Orientation. Using data from 446 senior primary and 574 university students in East Asia, a new measurement instrument was validated. Confirmatory Factor Analysis initially supported the four-factor model; however, discriminant validity analysis prompted a structural refinement, merging Actualisation and Future Orientation into a single component, Metaverse Empowerment—reflecting students’ unified sense of future-focused agency. T-test analysis revealed significant developmental differences: primary students scored higher on Engagement and Affiliation, likely due to lower affective filters and a focus on social exploration, while university students approached virtual spaces with greater instrumental intent. Notably, Empowerment remained stable across groups, suggesting the metaverse as a democratising force for self-directed growth. Moving beyond the technology adoption focus of traditional models, these findings highlight critical implications for human-centred pedagogy. For primary education, avatar-based storytelling and collaborative projects are advocated, with digital citizenship guidance to mitigate identity confusion. For higher education, metaverse integration into pre-professional simulations and reflection workshops is recommended. While offering a practical framework for cultivating resilient, participatory digital identities that transcend classroom boundaries, the study underscores the need for further cross-cultural validation to ensure global applicability.