Conceptualization Of A Research Model For Teacher Development Dimension And Teaching Effectiveness Through Metaverse

Abstract

In response to the growing demand for immersive and innovative educational technologies, this study conceptualizes and empirically validates a research model linking teacher development dimensions to teaching effectiveness through the Metaverse within Technical and Vocational Education and Training (TVET) institutions. Drawing upon the Technological Pedagogical Content Knowledge (TPACK) framework, the model incorporates four key constructs: professional development, pedagogical training, Metaverse tools engagement, and teacher readiness. Using a purposive sampling approach, data were collected from 146 TVET teachers actively engaging with Metaverse tools and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results demonstrate that professional development, pedagogical training, and teacher readiness significantly influence teaching effectiveness, while engagement with Metaverse tools showed no significant impact. These findings highlight the critical role of teacher preparedness and continuous capacity-building in leveraging immersive technologies for vocational instruction. The study offers theoretical advancement in technology-integrated teacher development models and practical insights for policymakers and institutional leaders aiming to drive digital transformation in education. Limitations and directions for future research are also discussed.