The Metaverse in European Education: A Systematic Review of Challenges to Conventional Learning and Privacy Regulations

Asegul Hulus ()
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Asegul Hulus: University of Nicosia

Chapter Chapter 12 in Advanced Technologies in Business, Volume II, 2026, pp 325-352 from Palgrave Macmillan

Abstract: Abstract The Metaverse is revolutionising the field of education while simultaneously raising concerns regarding digital privacy. In accordance with the PRISMA guidelines, this systematic review investigates the incorporation of Metaverse technologies into educational practices and privacy regulations in the EU between 2020 and 2024. Through the analysis of twenty papers, this review examines the disruption of traditional education, challenges surrounding digital privacy, and the impact of EU regulations. The findings indicate the possibility of incorporating immersive learning, but there are privacy and regulatory challenges to overcome, especially in terms of GDPR compliance. The review highlights the importance of incorporating innovative pedagogies, privacy-preserving technologies, and adaptable frameworks. Striking a balance between innovation and privacy protection holds great importance for educational applications in the Metaverse. To achieve successful integration, educators, researchers, policymakers, and developers must engage in ongoing collaboration, addressing privacy concerns, adapting to advancing technologies, and ensuring inclusive and effective learning experiences.

Keywords: Metaverse; European Union (EU); Augmented Reality (AR); Virtual reality (VR); Artificial Intelligence (AI); Data protection; General Data Protection Regulation (GDPR); Educational technologies; Digital privacy; Immersive learning; Pedagogical strategies; Biometric information; Privacy-preserving; Student privacy; Data minimisation; Cross-platform interoperability; Blockchain; Haptic; Social and emotional skill development; Accessibility; Personalised learning; Privacy-by-design; Ethical considerations; Inclusive; Regulatory frameworks (search for similar items in EconPapers)
Date: 2026
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DOI: 10.1007/978-3-032-03492-2_12

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