The Learning Frontier – 1
Metaverse classrooms: The future or a fad?
By Sarat C. Das*
Tens of thousands of brick-and-mortar schools shuttered their windows and doors during the pandemic, leading to a global disruption in education. The immediate transition to online learning exposed not only the unpreparedness of traditional educational institutions but also the vast inequalities in access and quality. Dr. Aida Mehrad, head of academics at C3S Business School in Barcelona, notes, ‘The pandemic didn’t merely accelerate the adoption of online education—it revealed how deeply dependent we were on conventional methods and how little we had invested in digital resilience.’
Suddenly, the education system found itself experimenting with new teaching methods, online platforms, and technological tools. While some institutions flourished, many others struggled to replicate the intimacy, collaboration, and engagement of a physical classroom. Pretam Pandey, Chief Operating Officer at the same business school, reflects, ‘This was not simply a technological shift; it was a shift in philosophy. Educators had to transition from being content deliverers to facilitators of learning in a virtual space.’
One of the major takeaways from this forced transformation was the relevance of hybrid learning models. These combine in-person and virtual teaching, blending the best of both worlds. Dr. Mehrad’s colleague Prof. Eduardo Ortiz Tosta, a senior faculty, advocates for such a model: ‘The hybrid approach is not a compromise—it’s a progression. It accommodates varied learning styles, offers flexibility, and ensures continuity during crises.’ Their school’s CEO, Hiren Raval, sees the future of education as borderless and modular. ‘The physical campus is no longer the only place where learning can occur. Our goal is to decentralise quality education, leveraging digital tools to make learning more inclusive and outcome-oriented,’ he says.
However, not everyone is ready to declare the traditional classroom obsolete. Dr. Dababrata Chowdhury, senior faculty at Canterbury Christ Church University in the United Kingdom, emphasises the socio-emotional learning that takes place in a physical space. ‘The classroom is more than a room with desks—it is a community. It teaches teamwork, empathy, and personal growth in ways that screens cannot replicate,’ he explains. ‘These intangible experiences shape character as much as academic content shapes intellect.’
Indeed, the digital divide has become a central concern. While affluent families in developed nations could adapt by setting up home learning pods, hiring private tutors, or enrolling in elite virtual academies, millions of children from less privileged backgrounds struggled to stay connected. Dr. Marc Sanso, Head of Academic Affairs at Aspire Business School in Barcelona, highlights the inequality: ‘The pandemic exposed systemic flaws. The digital shift has made access to education even more unequal, threatening to widen the gap between socioeconomic classes.’
This issue is compounded in countries with limited digital infrastructure. Students in remote or rural areas, or those from underprivileged communities, often lacked the bandwidth, devices, or support to make virtual learning effective. This challenges the very notion of education as a leveller in society. For this reason, Bela Desai, Business Head at C3S Business School, stresses the importance of balancing innovation with inclusion. ‘Technology should uplift, not exclude. Any digital initiative in education must be designed with accessibility at its core,’ she affirms.
Adding further complexity is the emergence of immersive digital experiences such as the metaverse. Already being explored in some forward-looking institutions, the metaverse presents an opportunity to create interactive, gamified, and hyper-realistic learning environments. ‘The metaverse reimagines education by breaking the barriers of physical reality,’ says Navin Manaswi, founder and CEO of WowExp. ‘It opens up new dimensions for simulation-based learning—think virtual labs, 3D modelling in engineering, or time travel in history classes.’
But questions about the effectiveness and emotional depth of such technologies persist. As Manaswi warns, ‘While virtual environments can replicate space and visual presence, they cannot replace the spontaneity, immediacy, and non-verbal cues of face-to-face interaction.’ Education, after all, is not just about information transfer—it’s about shared human experience.
This dichotomy—between immersive innovation and essential interpersonal experience—sits at the heart of the debate. Dr. P. R. Datta, Executive Chair of the Centre for Business & Economic Research (CBER), puts it succinctly: ‘We are not facing a binary choice between old and new. We are being called to reimagine education itself. That involves taking the best from the past, integrating it with the best of today, and preparing learners for the uncertainties of tomorrow.’
Parents, too, are key stakeholders in this evolving narrative. The initial scepticism about virtual learning gave way to a broader realisation: for some learners, online education was actually more effective. For introverts, students with anxiety disorders, or those facing bullying, the digital classroom offered a sanctuary. At the same time, students who thrive on peer interaction or require special education support found the virtual environment isolating and insufficient.
Shruti Varma, a clinical psychologist, notes that students’ mental health responses to online education varied dramatically. ‘For some, the home environment reduced stress and allowed greater autonomy. For others, the lack of structure and social contact led to increased loneliness, depression, and even regression in academic skills,’ she reports.
What’s clear is that mental health can no longer be seen as separate from academic success. Schools must integrate mental wellness into their operational framework, whether the classroom is physical, virtual, or hybrid. Pretam Pandey reiterates, ‘Educational institutions are not just centres of knowledge, they are centres of human development. Emotional intelligence, adaptability, and resilience must be integral to our curricula.’
The technology adoption curve also plays a critical role. Early adopters and tech-savvy institutions embraced platforms like Zoom, Moodle, and Google Classroom, implementing flipped classroom models and asynchronous forums. These initiatives allowed students to engage at their own pace. But without adequate teacher training and learner support, such innovations could turn into burdens rather than benefits.
Prof. Eduardo Ortiz Tosta believes faculty development is the cornerstone of digital education. ‘We must empower teachers with the tools and confidence to navigate digital platforms. Only then can we ensure quality, engagement, and academic integrity in a virtual learning space,’ he insists.
As the pandemic subsides, the conversation around education reform has only intensified. ‘What we are witnessing is the great unbundling of education,’ explains Hiren Raval. “Learning modules, micro-credentials, and skill-based certification are becoming the new currency. Traditional degrees are being complemented—and in some cases, replaced—by outcome-based learning paths.”
Yet, caution must be exercised not to lose sight of the holistic purpose of education. It is not merely a transmission of data or acquisition of marketable skills. As Dr. Dababrata Chowdhury emphasises, ‘Education must continue to be a vehicle for cultural exchange, ethical reasoning, and democratic engagement. These goals are best served when students and teachers inhabit a shared, collaborative space—be it physical or virtual.’
Looking ahead, the educational institutions that will lead the way are those that blend pedagogical wisdom with technological agility. As Dr. Aida Mehrad concludes, ‘Our task is not to replicate the old system online. It is to create a new paradigm—flexible, inclusive, and future-ready. That is the true promise of post-pandemic education.’
*Sarat C Das is the editor of Manager, UK’s oldest industry chronicle. His forthcoming book is titled “Less is More, Slow is Speed, Contentment is Nirvana”
