Abstract
Objectives This study was conducted to give policy implications to local educational institutions by exploring the possibility of educational utilization of the Metaverse.
 Methods To this end, individual and group interviews were conducted over 13 sessions with teachers and experts who were interested in and competent in Metaverse and Edutech, based on the interview guidelines. Data were coded for newly created concepts and categories within the initial categories using simple valence analysis.
 Results The concepts revealed from the collected data were classified into 20 generational categories through a process of comparison and analysis by referring to the initial categories such as metaverse basic recognition, categories available for educational use, and improving foundation for educational use.
 Conclusions The results are as follows. first, the concept and type of the current Metaverse are unclear, so it should be recognized as the degree of addition of a new educational method that is limitedly regulated according to educational purposes. Second, in order to use Metaverse educationally, infrastructure needs to be created, and efforts to strengthen teachers' capabilities are requested. Third, it is necessary to prepare strategies for cooperation and linkage with universities and other educational institutions that have met the basic conditions inside and outside in G region.
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