Abstract
The purpose of this study is to explore how university students perceive the possibilities and risks of metaverse schools in terms of learning opportunities for school non-attending children and countermeasures against cyberbullying. University students discussed the current situation of school non-attendance and existing cases of metaverse use in education, using the argument-mapping tool Personary to create discussion maps and submitting short written reports. The data were examined through qualitative content analysis, supplemented by co-occurrence network analysis with KH Coder 3 based on the Jaccard coefficient. The results indicate that students regard metaverse schools as a promising option for expanding learning opportunities and enhancing psychological safety for school non-attending children, while at the same time being highly aware of risks such as inequalities arising from devices, network access, and paid items, as well as the increase of new forms of cyberbullying. The findings also suggest that implementing public, tuition-free metaverse schools requires careful institutional design, including clear legal positioning, the allocation of teachers and support staff, and rules for logging and monitoring.
https://ror.org/00xy44n04 
