Recent years have witnessed a remarkable technology shift with immersive technology applications like Metaverse across industries and sectors. As 3D-based virtual reality environments, these applications create digital pairs of the physical world and provide an immersive experience to users with technological competencies supporting daily and social activities by means of their virtual avatars and with real-virtual environments and human-machine interactions. Following the COVID-19 pandemic, educational systems are actively engaged in integrating modern and emerging technologies with traditional teaching methods. The pandemic has significantly altered the landscape of education by introducing a new era of virtual environments and interactions, which has placed new demands on learning settings. Immersive technologies have added new dimensions to the learning process. This current study delves into the feasibility of incorporating immersive technologies, such as the Metaverse, into education, and it assesses the overall academic experience for both educators and learners. The primary aim is to investigate whether immersive technologies are a suitable choice for contemporary and future digital learning environments. To achieve this, the study conducts: a) a thorough examination of existing knowledge through systematic literature research, b) analysis of case studies from selected educational institutions, and c) an exploration of the benefits, challenges, and potential of the Metaverse in various learning environments. The findings endorse the promising opportunities that the Metaverse and other immersive technologies offer for present and future educational innovations, as well as interdisciplinary research possibilities.

The trend of immersive theatre, which began in the first decade of the twenty-first century, and has quickly established itself in contemporary mainstream theatre, is a subset of the larger phenomenon of emerging immersive experiences, which has expanded into a variety of fields, including healthcare, marketing, and education. This paper aims to provide a revised conceptual framework from the context of design through technologies with an addition of bodily immersion, or a sensation of bodily transference, creating illusory ownership over a virtual body, and activating praesence, a lived experience of the physical body responding within an imaginative, sensual environment, produced with the help of immersive technology. This concept, taken from the field of theatre and performance, is combined with four other components (systems, spatial, social/empathic, and narrative/sequential) to produce an immersive experience that realises the fullest potential of immersion. The proposed framework serves as a valuable guideline for creating immersive experiences across multiple disciplines, benefiting both creators and participants by enhancing comprehension and setting expectations. Additionally, it can be utilised by academics and students as a criteria for evaluation and analysis.

Recent technology implementation in learning has inspired language educators to employ various e-learning techniques, strategies, and applications in their pedagogical practices while aiming at improving specific learning efficiencies of students. The current study attempts to blend e-learning activities, including blogging, video making, online exercises, and digital storyboarding, with English language teaching and explores its impact on engineering cohorts at a public university in Malaysia. The longitudinal research study used three digital applications—Voyant Tools, Lumos Text Complexity Analyzer, and Advanced Text Analyzer—to analyze the data collected through a variety of digital assignments and activities from two English language courses during the researched academic semesters. Contributing to the available literature on the significance of integrating technology innovation with language learning, the study found that implementing e-learning activities can provide substantial insights into improving the learners’ different linguistic competencies, including writing competency, reading comprehension, and vocabulary enhancement. Moreover, the implementation of such innovative technology can motivate students to engage in more peer interactivity, learning engagement, and self-directed learning.

Strong market demand and ever-advancing technology have been promoting mass culture and changing ways of distribution and consumption of entertainment contents. However, the increased availability of diversified entertainment platforms adversely impacted people's enthusiasm for theater, which led to a decrease in the participation of theater audiences. The theater industry is advised to break out of the inherent limitations of the original model and move in the direction of an intellectual property (IP)-based developmental model on an industrial scale, integrating with multi-format communication and distribution channels. Based on the consensus reached in previous studies, this study was able to derive a definition of theater IP in the context of creative industries from the general point of view and the context of the Internet. In addition, the research employs the Chinese theater company Mahua FunAge as an example to explores the evolution of its ecosystem. Furthermore, the study employs critical analysis aims to provide recommendations for Chinese theater and its IP development. In general, the research provided an important opportunity to advance the understanding of theater IP. The wider goal is to promote effective marketization and commercialization processes on an industrial scale in the theater industry.

1. 1.1. Ila Raja Is Me? (อิลราชคือฉัน?) was an immersive performance staged at the Thammasat Playhouse, Rangsit Campus, over two weekends from 8 to 17 August 2025. Rather than positioning spectator...