An investigation of teachers' attitudes towards metaverse use

In this study, teachers' attitudes towards the use of the Metaverse were examined. The research was conducted with a total of 240 tenured teachers working in schools affiliated with the Ministry of National Education (MEB) in a city in Turkey. The sample of the study was determined by the convenience sampling method, which is one of the non-random sampling methods. The "Metaverse Attitude Scale" developed by Çengel and Yıldız (2022) was used as the data collection tool in the study. Additionally, a personal information form developed by the researcher was applied. Descriptive statistics, t-Test, one-way analysis of variance (One-Way-ANOVA), and post hoc tests of Tukey were used in the analysis of the research data. As a result of the study, it was determined that teachers' attitudes towards the use of the Metaverse did not show a significant difference according to gender. Teachers who had received computer education were found to exhibit more positive attitudes towards the use of the Metaverse. It was determined that teachers' attitudes towards the use of the Metaverse showed a significant difference according to the level of use of digital materials in their lessons. Teachers who actively used digital materials were observed to develop more positive attitudes towards Metaverse technology. No statistically significant difference was found in teachers' attitudes towards the use of the Metaverse according to the subject taught. No statistically significant difference was found in teachers' attitudes towards the use of the Metaverse according to their professional experience. It was determined that teachers' attitudes towards the use of the Metaverse showed a significant difference according to the type of school they worked at. It was observed that the attitude scores of teachers working in primary schools towards the use of the Metaverse were higher than those of teachers working in high schools. As a result, this study sheds light on how teachers' attitudes towards the use of the Metaverse are shaped by various factors, illuminating the process of adopting technological innovations in education. These findings provide an important reference point for future research and educational policies, indicating that strategies should focus on developing teachers' digital skills.