Abstract

The rise of virtual reality (VR), augmented reality (AR), and metaverse platforms promises transformative teaching methods in African universities. Yet their integration raises profound ethical stakes, especially given persistent infrastructural and cultural divides. This article examines immersive higher education in Africa (outside Nigeria), emphasizing regional relevance and urgent concerns. Core issues include whether student agency and embodiment in virtual classrooms align with African communal values, and how equitable access to hardware and connectivity can be ensured. We also scrutinize data ethics highlighting that “Africa and African higher education are regarded as new data frontiers to be exploited” as well as culturally responsive content and decolonial pedagogy in an Afrocentric metaverse design. Finally, we explore academic integrity and potential behavioral shifts induced by immersion (e.g. identity effects and “Proteus effect” dynamics). Drawing on qualitative document analysis and expert scenarios, we argue for context-sensitive integration. The core argument is that without safeguards (connectivity, data privacy laws, local curricula, and ethical guidelines), VR/AR risks reinforcing inequalities or cultural alienation. Expert commentary underscores the need for policy, pedagogical, and technological measures to ensure immersive learning remains inclusive, respectful, and academically credible. Key recommendations include expanding infrastructure, enforcing student data rights, incorporating indigenous content, and training educators to steward ethical XR pedagogy.