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This paper reports on students' readiness for using Metaverse for educationin a university in a developing country facing infrastructure and povertychallenges. Covid-19 forced many universities to adopt a hybrid approach toteaching and supervision. While online meeting technologies have becomecommonplace, there is a lack of the connectedness of face-to-face meetings, forwhich Metaverse is promoted as a solution. We pose the question as to the levelof readiness of students to use Metaverse technologies. Thematic analysis ofstudents' self-reflections on their experience of supervision in a 2D virtualworld revealed the usefulness of the technology readiness index model, fromwhich an extension to the model was proposed to include facilitators for theapplication of the technology that may mediate the motivators and inhibitorswhen assessing readiness to use Metaverse in education settings.

A Student-Dominant View of the Readiness to use Metaverse in Education: The TRI-F Framework