Prisana MutchimaYutthapong LeelakitpaisarnBunpod PijitkamnerdNattha PhiwmaSaisuda Pantrakool2025-02-082025-02-082025-01-23Journal of Education and e-Learning Research, Vol.12 No.1, pp. 21-30.https://repository.dusit.ac.th//handle/123456789/2945Thepurposeofthisstudyistoinvestigatetheeffectofmetaversetechnologyonmulticulturallearningtostrengthenthesocialattitudes,culturalawarenessandcriticalthinkingskillsofsecondaryschoolstudents.Methodology:Aquasi-experimentalresearchmethodwasusedinthisstudytoequallydivide80secondaryschoolstudentsintheDusitdistrict,undertheOfficeoftheBasicEducationCommission,Bangkok,Thailandintoanexperimentalgroupandacontrolgroup.Theexperimentofthemetaverseonmulticulturallearninginaneightweekteachingperiodcomprisedfourcomponents:virtualculturalexploration,role-playing,discussionsandreflections,andcollaborativeprojects.Theresultsshowedasignificantdifferenceintheaverageoutcomesbetweenthegroups.Inconclusion,themajorfindingsincludethreedimensions:1)Studentswholearnthroughmetaversetechnologyhaveahigherlearningprogressthanstudentsintraditionalclassrooms.2)Socialattitudesandcriticalthinkingskillsfromutilizingmetaversetechnologyinlearningarebothstatisticallysignificant.3)Theoverallassessmentprovesthatmetaversetechnologyimprovesstudents'learningoutcomes.Therefore,thisstudysupportstheintegrationofmetaversetechnologyintoeducation,especiallyindevelopingthinkingskillsandsocialcompetenceinmulticulturallearning.Themetaversesupportedteachers’instructiontoenhancestudents’social,cultural,andcriticalthinkingskills.enCritical thinking skillsCultural awarenessMetaverse technologyMulticultural learningSocial attitudesVirtual learning environmentsThe effect of metaverse technology on multicultural learning: Strengthening the social attitudes, cultural awareness and critical thinking skills of secondary school studentsArticle