Metaverse Integration in Enhancing Administrative Quality Assurance in a Primary School in China

Qiongqiong Lu

doi:10.71222/6tyec194

Authors

Qiongqiong Lu Emilio Aguinaldo College, Manila, Philippines Author

DOI:

https://doi.org/10.71222/6tyec194

Keywords:

metaverse integration, administrative quality assurance, immersive learning, teacher competence, technological infrastructure, institutional leadership

Abstract

This study explores the integration of metaverse technology in enhancing educational quality assurance at a primary school in China and its impact on quality assurance effectiveness. A total of 120 teachers participated in a survey assessing six domains of metaverse integration—pedagogical design, technological infrastructure, teacher competence, student engagement, school leadership, and psychosocial impact—and their relationship with nine domains of educational quality assurance. Correlation analysis revealed significant associations between pedagogical design, technological infrastructure, teacher competence, and school leadership with key quality assurance areas such as professional development, resource optimization, policy alignment, and data-driven decision-making. Overall, the degree of metaverse integration (r = 0.34) showed a positive correlation with improved educational quality assurance delivery, suggesting that as metaverse technology is further integrated, educational quality assurance is perceived to improve. This study fills a research gap by linking metaverse integration with educational quality assurance and offers actionable recommendations for school administrators, teachers, and technology developers to foster the digital transformation of quality assurance systems in primary education.

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