تقنية الميتافيرس وتعليم التربية الأسرية، الإقتصاد المنزلي : بين الواقع والمأمول، رؤية مستقبلية
The study aimed at achieving a main objective, which is the quantitative and qualitative monitoring of opinions, perceptions, positions, and attitudes of faculty members, their assistants, directors, teachers, and female students in Family Education (Home Economics) in the potential employment of Metaverse technology within classroom settings. It aimed to identify the level and method of their familiarity with the technology, determine the areas of Metaverse technology application, and ascertain the reasons behind the unpreparedness of educational institutions and classrooms to employ Metaverse technology. Furthermore, the study sought to monitor the positive and negative effects resulting from the use of Metaverse technology in educational institutions and classrooms. It aimed to uncover the major challenges facing the implementation of Metaverse technology and explore ways to enhance its utilization. The study also aimed to gather opinions and perspectives from the participants regarding the future of employing Metaverse technology and propose a prospective vision for modern Family Education (Home Economics) based on innovative techniques to align with the opinions of global educational institutions. The study employed both quantitative and qualitative survey methods, utilizing questionnaires among a sample of 100 faculty members, their assistants, directors, teachers, and female students in Family Education (Home Economics). Data collection occurred between the beginning of January 2022 and the end of March 2022. The study yielded several results, including the fact that despite Metaverse technology being innovative in the current time, most participants lacked sufficient knowledge about it. Their information about it mainly came from relatives, acquaintances, colleagues, and superiors at work. Additionally, study participants emphasized the diverse fields of application for Metaverse technology within educational institutions and classroom settings. These applications were predominantly seen in creating content-related stories. Regarding the readiness of educational institutions and classrooms, participants confirmed their lack of readiness to employ this technology due to a lack of experience resulting from inadequate training and qualification. Most study participants indicated positive effects resulting from the use of Metaverse technology in educational institutions and classrooms, including enhancing the technical aspect within classrooms. However, they also noted negative effects, particularly the significant connection between Metaverse technology and cybercrimes. Addressing the challenges facing the utilization of Metaverse technology in educational institutions and classrooms, study participants highlighted that the most significant challenges were technological in nature. Furthermore, they suggested that one of the most important ways to enhance the employment of Metaverse technology within educational institutions and classrooms is to provide appropriate financial resources for acquiring the technology. The results also revealed that study participants' vision of the future employment of Metaverse technology within educational institutions and classrooms involves a shift in learners' roles. (Published abstract)