Abstract
The increasing demand for higher education in South Africa (SA) has led to significant challenges, including a shortage of physical study spaces for students. As universities struggle to accommodate growing student populations, digital innovations such as the metaverse present a potential solution. This study explores the feasibility of leveraging the metaverse as a transformative alternative to traditional study spaces in South African higher education. By integrating Virtual Reality (VR), Augmented Reality (AR), and immersive learning environments, the metaverse can provide students with virtual study spaces that enhance accessibility, collaboration, and engagement. Using a qualitative multiple case study approach, the research analyses five countries that are South Korea, China and Spain, the United Arab Emirates (UAE), and the United States that have successfully implemented metaverse technologies in higher education. Data was collected from academic literature, policy documents, and institutional reports, and thematic analyses were employed. The findings reveal five key themes essential for metaverse adoption: (1) infrastructure readiness, (2) policy alignment and governance, (3) pedagogical innovation, (4) access and inclusion, and (5) student engagement and user experience. The study concludes that although the metaverse has a lot of potential, its adoption in South African higher education would need focused funding for digital infrastructure, staff development, changes to regulations, and equity-driven approaches. A framework for contextual integration is proposed to assist policymakers and academic institutions.