The campus of the future is at once physical, online and immersive

Metaverse in higher education: how should we imagine it in practice?
Kateryna Osadcha: “The arrival of immersive technologies makes it possible to create interactive virtual learning environments in which students can experiment with situations that are more difficult, expensive or risky to replicate in the real world. Think of medical students practising surgical procedures on virtual bodies first, or engineering students learning to operate complex machines in a virtual setting. The metaverse also offers opportunities for language education. It allows social and cultural situations to be simulated, giving students a space to practise conversations. In the humanities, historical events can be reconstructed, making abstract themes far more tangible. I see enormous potential, although implementing this will of course require time and resources.”

What does such a virtual learning environment look like?
“Unlike a traditional online learning platform, a digital campus does not only contain courses but also virtual laboratories, classrooms, meeting spaces and support services. It is a single integrated educational environment where learning, research and interaction come together. Students and lecturers move through it via their digital twin — a digital alter ego that represents them. They can collaborate as if they were physically present. Teaching can take several forms: from a real lecturer delivering a lesson via video, to an avatar teaching in a virtual environment, or even a fully digital teacher that looks and behaves like a human. Thanks to AI, such systems can deliver course material, provide feedback and personalise tasks. AI tutors that allow students to practise conversations and correct them instantly already exist today.”

What advantages does such a virtual campus offer?
“In the physical world it is difficult to provide every student with personalised education. There are simply not enough lecturers and resources to do so. A virtual learning environment offers far more flexibility. Well-designed learning scenarios place the student at the centre. Virtual simulations help students better understand complex concepts. They can collaborate with virtual fellow students and share knowledge. All of this enhances the learning experience. But the greatest advantage is accessibility. A virtual campus is open 24/7. Students who cannot physically come to campus – due to distance, illness or war, for example – can still take part in a rich learning environment.”

There are also concerns about the risks of technology. How do you view that?
“I do not like talking about ‘the dangers of technology’. Technology in itself is not dangerous. Everything depends on how people use it. I compare it to the street. There are risks there too – traffic, crime and so on. Yet we still go outside. It is the same with technology. That said, I am concerned about young people becoming dependent on technology. They need to experience the real world. Too much screen time is harmful to their physical and mental health. There is also the dependence on large technology platforms. If a platform like Google were suddenly to disappear, the consequences would be enormous. And digital inequality remains a challenge. Universities need to develop thoughtful policies to reduce that gap.”

Where does your interest in digital learning technologies come from?
“My entire career revolves around the question of how digital technologies can strengthen higher education. At first it was about the internet, distance learning and e-learning. Later, augmented and virtual reality were added to the mix. For more than 20 years I worked at the Bogdan Khmelnitsky Melitopol State Pedagogical University in Ukraine. There we had a STEAM lab with VR headsets and other technologies. When Russia invaded Ukraine, several universities were occupied or destroyed. That also happened to my university. Many scientists and students had to flee. For more than seven months I could not write a single scientific article, but through the international Scholars at Risk programme I was able to resume my research. First in Germany, later in Norway. Today I am a postdoctoral researcher at the VUB and I also work as a lead researcher at the Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine. My most recent publication focuses on the emergence of a new post-hybrid learning model: tribid learning. At the moment I mainly focus on how AI can be used in education and science.”

What exactly does tribid learning involve?
“The hybrid learning model combines online and face-to-face education. Tribid learning adds a third component: the immersive virtual environment. Depending on the educational objective, students and lecturers move between these three environments. On campus, for example, lectures and seminars take place. The online learning platform is used for assignments and self-study, allowing students to work at their own pace. The virtual environment is used for activities that are difficult to organise in reality. Tribid learning might look like this: today students attend a lecture on campus, tomorrow they complete an assignment in an online learning environment such as Moodle, and the day after they collaborate in a virtual laboratory in the metaverse.”

Can you already share some initial research data with us?
“It is still too early to draw conclusions. Many applications are still in a theoretical phase. The next step is to find funding and set up practical experiments. Universities need to develop infrastructure, train lecturers and design appropriate teaching models. So we are only at the beginning. But interest is growing quickly.”

Has the war changed your view on digital education?
“Many universities in Ukraine no longer have a safe campus. Students sometimes do not dare to go there. The war has made it clear how important digital solutions can be when physical infrastructure disappears. Physical campuses will always remain important. When you look someone in the eye during a conversation, an energy emerges that is difficult to capture digitally. Digital campuses are therefore not a replacement, but a valuable addition. They also offer an easy way to study abroad without having to travel.”

What is your personal mission as a researcher?
“I am a convinced idealist and humanist. My ambition is not personal success, but to conduct research that improves or simplifies people’s lives. Lecturers today are already quite overburdened. Technology can support them and reduce their workload. If AI can take over routine tasks, for example, they will have more time for guidance and interaction with students.”

Will technology ever make humans redundant?
“Throughout history people have always feared new technology: books, machines, the internet and now AI. I do not believe AI will replace lecturers. Lecturers are professionals with practical experience and human insight that technology cannot reproduce. I see AI more as an assistant that supports lecturers and helps students learn. And to be honest, so far humans themselves have been rather ‘good’ at causing problems. If technology can help us tackle major challenges such as war, hunger or inequality, that would be real progress.”