📄 Sciences Methods and Technologies
International Journal (SciMeTech)

Volume 2 · Issue 2 · 2026
ISSN: 3085-5284
The metaverse in Moroccan education: a bibliometric review
Nadia ELASSASSI, Rachid BENDAOUDI, Said EL HASRI
Pages 112–119 · High Energy Physics, Astrophysics, and Geosciences Laboratory (TransERIE), Faculty of Sciences Semlalia, Cadi Ayyad University, Marrakesh, Morocco
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Abstract
Immersive technologies, and particularly metaverses, are gradually changing education around the world, but their integration in Morocco remains limited and scientific production remains embryonic. This study proposes a bibliometry to measure the penetration of the metaverse in Moroccan education. The methodology followed the PRISMA protocol for systematic reviews, and research was conducted in the Scopus and Web of Science databases. The consolidated corpus consists of four distinct scientific articles: two concerning the Moroccan context, and two others from different national contexts. To examine the co-occurrences of keywords and determine the main thematic clusters, we used the VOSviewer tool. The results show that artificial intelligence, adaptation systems and virtual reality play a central role in the development and recycling of learning. The study also indicates that adoption differs by gender, professional experience and geographical location of teachers. Four areas structure the research identified: innovation and educational immersion, virtual reality and distance teaching, active and collaborative learning, as well as emerging themes such as monitoring digital life. This research offers a synthetic vision and useful reference for decision-makers, teachers and researchers.
Keywords: Metaverses, Education, Morocco, PRISMA, VOSviewer

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SciMeTech · Volume 2, Issue 2 · 2026 · ISSN 3085-5284