Metaverse Oriented Civic Learning in Civic Education: Integrating Augmented Reality, GCED, and Project Citizen to Strengthen Global Diversity Character

This article aims to develop and examine the integration of Augmented Reality (AR), Global Citizenship Education (GCED), and Project Citizen as a metaverse-oriented civic learning experience to strengthen Indonesian students’ global diversity character. The study employed a Research and Development design using the ADDIE model and was implemented through trials in three junior secondary schools in Bandung, Indonesia. Data were collected through curriculum document analysis, questionnaires, in-depth interviews, expert validation, classroom implementation notes, and thematic analysis. The findings indicate that AR-GCED based on Project Citizen functions not merely as a media innovation, but as a pedagogical design that connects immersive visualization, value reflection, public inquiry, social dialogue, digital portfolios, and civic action. Visual, narrative, and interactive components, including global-issue videos, digital avatars, chatbots, digital portfolios, and written reflections, enabled students to engage with global diversity issues in more concrete, contextual, and participatory ways. The implementation indicated improvements in students' understanding of local-global relations, intercultural empathy, tolerance, global perspectives, anti-discrimination awareness, and civic participation. The main contribution of this article lies in the formulation of the Conceptual Framework of Metaverse-Oriented Civic Learning in Civic Education, which positions civic education as the core, civic knowledge, civic skills, and civic dispositions as the main competencies, pedagogical processes as the bridge for competence development, and the metaverse as a learning ecosystem that expands civic learning experiences. Thus, the metaverse is not positioned merely as a tool or digital medium, but as a pedagogical process capable of reaching the core of civic education.

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