Institutional Readiness for Inclusive Metaverse-Based Education: A Document Analysis of King Saud University

Abstract

This study examines the readiness of King Saud University (KSU) to adopt inclusive Metaverse-based education through a qualitative systematic document analysis. Drawing on 22 institutional and national policy documents, the study evaluates regulatory frameworks, digital infrastructure, accessibility provisions, and governance mechanisms using an integrated analytical framework that combines inclusive education principles, Universal Design for Learning (UDL), and Metaverse adoption perspectives. The findings indicate that KSU demonstrates a clear institutional commitment to inclusive education and digital transformation; however, this readiness remains largely indirect in relation to immersive learning environments. Specifically, the analysis reveals the absence of an explicit Metaverse strategy, limited documentation of immersive infrastructure readiness, and a lack of a formally articulated UDL-aligned framework for inclusive digital learning. While accessibility support and assistive technologies are present, they are primarily oriented toward conventional e-learning rather than immersive environments. The study identifies a strategic gap between policy intentions and operational readiness, highlighting the need for structured governance, institutional alignment, and measurable inclusion indicators. In response, the study proposes an initial, evidence-informed conceptual vision outlining key principles, enabling conditions, and phased readiness for integrating inclusive Metaverse education at KSU. The study contributes to the emerging discourse by offering a policy-oriented and context-sensitive perspective on inclusive immersive learning in higher education.

Keywords: Metaverse in education; Immersive learning; Digital accessibility; Inclusive education; Universal Design for Learning (UDL); Higher education.

DOI: 10.7176/JEP/17-5-13

Publication date: May 30^th 2026