Purpose
The purpose of this study is to explore the potential for tourism and hospitality education and training through immersive metaverse learning. This study examines familiarity levels, perceived benefits and challenges and proposes a framework for metaverse adoption in education and training.
Design/methodology/approach
Grounded in Diffusion of Innovation Theory, this qualitative study analyses 45 in-depth interviews with students and academics in Saudi Arabia. The thematic analysis identifies adoption stages and factors influencing metaverse readiness in tourism education.
Findings
While metaverse can enhance engagement in skill development, it may also include barriers such as accessibility, data privacy and technical readiness. Adoption varies by generation and digital proficiency. Younger students and early-career academics embrace its experiential benefits, while senior academics cite cost, infrastructure and complexity concerns. This study develops a DOI-based framework to evaluate metaverse adoption in tourism education.
Research limitations/implications
The findings of this study are context-specific and qualitative. Future research should validate the proposed model across different educational and cultural contexts using longitudinal and mixed-method approaches.
Practical implications
The metaverse Integration Framework provides actionable guidance for educators, policymakers and institutional leaders. This study supports phased integration, risk mitigation and alignment with governance structures, while addressing issues such as digital equity, funding and compliance.
Social implications
Metaverse technologies offer opportunities to democratise access to high-quality, immersive education, particularly in under-resourced or remote regions, thereby enhancing employability and workforce resilience.
Originality/value
This research contributes to the literature on metaverse adoption in tourism and hospitality training and education by introducing a DOI theory-informed framework. The findings of this study offer theoretical insights that bridge technology adoption models with educational practice, providing a foundation for future digital education and training research.

series is a joint initiative of APU Ritsumeikan Asia Pacific University (Japan), t-FORUM The Tourism Intelligence Forum, NC State University and iCAPt International Center for Asia Pacific Tourism.



Nick Malden has more than 18 years’ experience in intellectual property specialising in patents, in particular those concerned with electronics, physics, materials, medical devices, and software. Prior to joining D Young & Co he was a research associate at Manchester University, though based at the Deutsches Elektronen-Synchrotron (DESY), in Hamburg, Germany, where his research included searches for exotic particle production in positron-proton and electron-proton collisions.















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