  This paper reports on students' readiness for using Metaverse for education
in a university in a developing country facing infrastructure and poverty
challenges. Covid-19 forced many universities to adopt a hybrid approach to
teaching and supervision. While online meeting technologies have become
commonplace, there is a lack of the connectedness of face-to-face meetings, for
which Metaverse is promoted as a solution. We pose the question as to the level
of readiness of students to use Metaverse technologies. Thematic analysis of
students' self-reflections on their experience of supervision in a 2D virtual
world revealed the usefulness of the technology readiness index model, from
which an extension to the model was proposed to include facilitators for the
application of the technology that may mediate the motivators and inhibitors
when assessing readiness to use Metaverse in education settings.
