THE METAVERSE AND THE NEW FRONTIER OF EDUCATION

Análise das possibilidades do uso desta tecnológica para a educação econômica e financeira

Abstract

Immersive technologies and the transformations driven by the digital economy call for innovative and engaging pedagogical approaches to promoting financial literacy among the population. This study aims to analyze the potential of the Metaverse and gamification in economic and financial education through the proposal of a conceptual model. The research adopts a qualitative approach, is applied in nature, and follows an exploratory-descriptive design, based on a literature review conducted in the Scopus database covering the period from 2018 to 2026. The findings synthesize five international empirical experiences involving the use of games and virtual environments in educational contexts. The evidence analyzed indicates that incorporating gamification mechanics into three-dimensional virtual environments can significantly enhance learner engagement, motivation, and knowledge acquisition regarding interest rates, inflation, savings, and investments. By integrating the concepts of financial literacy, economic psychology, and economic socialization, the proposed model illustrates how simulating decision-making scenarios in immersive virtual environments can foster students’ autonomy and decision-making skills. The study concludes that the Metaverse and gamification constitute promising strategic resources for addressing the challenges associated with low levels of financial literacy and indebtedness, providing theoretical and conceptual foundations for the development of future pedagogical guidelines for vocational and technological education.