Student’s Perception of the Use of the Metaverse in Higher Education on the Employability of Spanish Talent Market

David de Matías Batalla, Rubén Nicolás Sans

Article ID: 8270
Vol 6, Issue 4, 2025
DOI: https://doi.org/10.54517/m8270

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Abstract

This study investigates the potential of the metaverse as an educational tool in higher education and its impact on students’ employability skills. With the ongoing digital transformation, the metaverse offers an immersive environment integrating virtual reality, collaboration, and experiential learning. The research aims to evaluate how participation in metaverse-based activities enhances competencies required by modern labour markets, including digital literacy, creativity, communication, and adaptability. A quantitative design was applied, involving a structured questionnaire administered to a non-probabilistic sample of 200 Spanish undergraduate and postgraduate students, aged 18 to 25, across various academic disciplines. The survey examined students’ perceptions of metaverse-enriched learning, its influence on competence acquisition, and its relevance to future professional engagement. Data analysis, which utilized Structural Equation Modelling (SEM) and independent samples t-tests, confirmed strong correlations between active involvement in immersive environments and improvements in employability profiles. The results indicate that Perceived Usefulness (PU) was the strongest predictor of Intention to Use the metaverse (β = 0.51, ρ < 0.001). Furthermore, the study found that Engineering students reported significantly higher Perceived Usefulness (M = 4.12, ρ < 0.001) than Social Sciences students, and female students showed a greater willingness to invest time in acquiring new technological skills (Perception of External Control, M = 4.15, ρ = 0.003). The findings suggest that the adoption of metaverse technologies by higher education institutions can reduce the skills gap between academic training and professional practice. Simulation-based activities and collaborative projects in virtual spaces prepare students for hybrid and digitally intensive workplaces. The study concludes that integrating the metaverse strategically into curricula supports the development of twenty-first-century skills essential for long-term employability.

Keywords

Metaverse; higher education; employability; immersive learning; digital competencies; virtual environments


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