Metaverse Adoption in Built Environment Education: A Kirkpatrick Model-Based Evaluation of Educator Training Outcomes

The rapid digitalisation of the construction and built environment sectors has increased demand for innovative teaching methods in higher education. Among emerging digital tools, Metaverse applications offer immersive and interactive learning environments with the potential to transform traditional pedagogical practices. This study evaluates the adoption of the metaverse application (EON-XR) in built environment education by examining educator training outcomes using the Kirkpatrick model. The evaluation focused on a structured training workshop designed to equip built environment educators with skills to integrate metaverse-based applications into first-year teaching modules. A post-training evaluation employed a Google Forms survey instrument explicitly aligned with Kirkpatrick’s four evaluation levels: reaction, learning, behaviour, and results. The instrument captured educators’ perceptions of usability, relevance, pedagogical value, behavioural intention to apply acquired skills, and the broader institutional and disciplinary implications of metaverse adoption. Both qualitative and quantitative data were analysed to assess the training programme’s effectiveness across these four dimensions. Findings indicate a generally positive reaction to the metaverse training, with educators recognising the relevance and user-friendliness of the EON-XR application. Evidence of learning was demonstrated by increased confidence and perceived competence in applying metaverse tools for teaching. At the behavioural level, participants expressed strong intentions to integrate metaverse applications into their teaching practice. At the results level, the training was perceived as enhancing teaching engagement, stimulating interest in construction digitalisation, and contributing to the institutional standing of higher education providers. The study concludes that metaverse-based educator training can play a critical role in advancing digital pedagogy within built environment education. By applying the Kirkpatrick model, this research provides a structured, replicable framework for evaluating the adoption of immersive technology in higher education contexts.