A Curriculum Package of Social and Ethical Concerns in Metaverse Ecosystem in School Education Based on Bloom’s Taxonomy

Abstract

Facing the newly emerged blockchain technology in metaverse construction, the instructional design, pedagogy, and curriculum package of the metaverse ecosystem is underdeveloped or under-researched in education locally and globally. Proponents of metaverse education mostly focus on its application in the virtual world without thoroughly thinking about its connections between the physical world and virtual world. Metaverse construction not only provides lots of work-from-home business and studying opportunities during the considerable impacts of COVID-19 but also raises lots of social and ethical issues such as data privacy, virtual identity, investment/security risks, system integrity, social media toxicity, and corporate control problems. There is an urgent need to address such social and ethical concerns in some curriculum packages of metaverse education. Based on this perspective, this paper aims to develop a curriculum package of addressing some social and ethical concerns in daily-life applications of blockchain technology in upper secondary (K10-K11) education. Through the six levels of Bloom’s taxonomy framework, course materials have been developed to provide the value-laden ecosystem concerning decentralized properties and the digitalization of IoT and STEM metaverses in some lessons. This paper also endeavors to help those participating K10-K11students raise their social and ethical awareness during the course development of a curriculum package related to metaverse literacy.