In an era characterized by the pervasive spread of immersive technologies and the resulting transformation of educational ecosystems, the Metaverse emerges as an innovative paradigm for critically rethinking teaching and contemporary learning processes. The convergence between physical and virtual spaces opens up unprecedented scenarios for education, requiring a multidisciplinary approach that integrates pedagogical, technological, and subject-specific expertise. This volume, the outcome of reflections developed on the occasion of the 65th National Conference of the Italian Association of Geography Teachers (AIIG), gathers contributions from scholars and experts who explore the complex theoretical, methodological, and practical implications of using the Metaverse in education. Particular attention is devoted to the teaching of geography—a discipline that finds in immersive virtual environments a privileged field for educational experimentation, capable of restoring centrality to the spatial dimension of learning through direct experience and interaction with three-dimensional representations of territory. The work aims to serve as both a theoretical and practical reference tool for researchers, teachers, and educators interested in critically exploring the educational potential and methodological challenges posed by digital environments, offering a significant contribution to the scientific debate on innovative teaching and digital geography.