Abstract:

This extended abstract presents the Cyprus pilot implementation of the MetaCivicEdu “Gender Stereotypes” learning scenario, developed within an Erasmus+ project exploring how metaverse-enabled learning environments can support civic education in primary schools. Rather than treating the metaverse as a technological novelty, the project places learning design, teacher orchestration, and pedagogical goals at the centre of classroom implementation. Traditional civic education lesson plans from Cyprus, Greece, and Ireland were first collected and analysed and then enhanced with immersive elements, ensuring alignment with curricula, civic learning objectives, and Sustainable Development Goals.

The Cyprus pilot was conducted at The Heritage Private School in Limassol with 48 students aged 8–10 during regular school hours. The learning experience followed a structured three-phase design: conceptual activation in the physical classroom, immersive engagement in a Spatial.io virtual classroom, and guided reflection and discussion back in class. Within this sequence, the metaverse functioned as one phase in a broader learning process rather than as a stand-alone intervention. Teacher guides and prior training supported orchestration and transitions between physical and virtual learning spaces.

The immersive phase centred on avatar-based narratives designed to create cognitive conflict and challenge students’ assumptions about gender stereotypes associated with professions. Students engaged with the virtual environment through shared spaces and narrated scenarios, which prompted surprise, curiosity, and reflection. The post-immersion phase connected the virtual experience to students’ everyday understandings through structured classroom dialogue.

Evaluation followed a mixed-methods design across three countries, combining post-experience student questionnaires with class-wide student discussions. Findings from the Cyprus case indicate moderately positive perceptions of learning and educational value, alongside consistently positive affective responses, including high levels of enjoyment, interest, and willingness for future engagement. Qualitative evidence demonstrates conceptual understanding of stereotypes and emerging civic attitudes related to fairness and inclusivity.

Overall, the Cyprus pilot demonstrates the pedagogical potential of metaverse-enriched civic learning when grounded in structured learning design, teacher training, and classroom orchestration. Rather than replacing classroom teaching, immersive environments functioned as a carefully designed extension of existing pedagogical practices. Future work will focus on expanding interactivity within the virtual environment and embedding assessment tools aligned with everyday classroom practice to further support civic learning.

Keywords:

Metaverse learning, Spatial.io, Civic education, Gender stereotypes, Primary education, Immersive learning design.