Metaverse-Based Therapeutic Learning in Education: A Systematic Literature Review

Although Metaverse-based technologies have gained increasing attention as emerging platforms for immersive learning, existing research on their application in therapeutic learning within educational contexts remains fragmented, domain-specific, and conceptually diverse. In particular, limited systematic reviews have synthesised how Metaverse-based environments are designed, implemented, and evaluated in relation to learners' psychological well-being, engagement, and learning experiences across education, learning, and teaching settings. Addressing this gap, the present study conducts a systematic literature review of Metaverse-based therapeutic learning in education. Guided by the PRISMA 2020 framework, 18 eligible articles published in recent years were systematically identified from the Scopus and Web of Science databases following a rigorous screening and eligibility process. Data analysis was conducted in two stages- a descriptive analysis to examine publication trends, research designs, participant characteristics, and educational contexts, followed by a thematic synthesis to identify recurring outcomes and dominant research themes related to therapeutic learning. The findings indicate that Metaverse-based learning environments consistently support positive affective outcomes, including enhanced learner engagement, emotional comfort, motivation, and psychological well-being, alongside enriched learning experiences through immersive and experiential interaction. However, variations in methodological rigor, conceptualisation of therapeutic learning, and assessment approaches were observed across studies. Three dominant research themes emerged- (1) immersive and experiential learning affordances for emotional and therapeutic support, (2) integration of Metaverse technologies within pedagogical and ethical frameworks, and (3) learner engagement, motivation, and well-being as central therapeutic outcomes. Overall, the review concludes that Metaverse-based therapeutic learning holds substantial promise as an educational innovation aligned with experiential and constructivist learning principles, yet its sustainable adoption requires clearer conceptual frameworks, robust empirical validation, and greater attention to ethical, pedagogical, and contextual considerations.