TEACHING THROUGH AVATARS: HUMAN CONNECTION, EQUITY, AND WELL-BEING IN THE METAVERSE CLASSROOM

Abstract

The convergence of emerging technologies—Virtual and Augmented Reality (VR/AR), Artificial Intelligence (AI), and blockchain—has ushered in a transformative era in education, culminating in the rise of the Metaverse. This paper explores how immersive digital environments are reshaping the traditional teacher-student relationship, pedagogical practices, and student psychology. While the Metaverse offers unprecedented opportunities for experiential learning, collaboration, and personalization, it also poses critical challenges related to emotional engagement, equity, and digital well-being. Drawing on global research and case studies from Indian higher education, the study highlights the psychological duality of virtual communities: they enhance academic confidence and collaboration while potentially exacerbating digital fatigue and emotional exhaustion. The paper proposes pedagogical strategies for designing inclusive, mentally supportive, and reflective virtual environments. It further advocates for a “presence pedagogy” to preserve human connection in digitally immersive spaces. Ultimately, the research emphasizes the need to balance innovation with empathy to ensure that educational transformation remains student-centered and equitable.