<![CDATA[The aim of this study is to explore the readiness of primary school teachers for using the metaverse in educational activities as a new technology-promoting model. Since the Metaverse is viewed as an interactive and collaborative immersive learning place that may provide better experiences for students, the preparation of teachers who will be a major facilitator in the Metaverse deployment needs to be considered. This qualitative case study research selected participants using random sampling in the elementary school teachers–pool in Bangkalan Regency. Methods Information was collected through thematic analysis of data from participant observations as well in-depth interviews and school policy documents with instructors to extract themes and meaning from participants' experiences. The results showed that primary school teachers outlined a vague understanding of the concept of metaverse especially in relation to virtual and augmented reality, but less so with how it might be adopted into practice. Incompetence, for the most part, educators still need thorough training before they may utilize metaverse units on their very own. Most educators have an optimistic opinion of the metaverse and believe it will motivate more students to learn. Nonetheless, due to COVID-19 related limitations on resources and school policies, institutional support remains an ongoing challenge. Lastly, primary teachers are perceived to be somewhat prepared but there is considerable scope for improvement. The deployment of metaverse relies heavily on having competent teachers and the institutional support needed to make them successful. To let the metaverse evolve into a valuable learning innovation for 21st century needs, this study suggests that digital literacy instruction combined with tech facility supply and educational policy support are required.]]>
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