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Today, online educational platforms are recognized as a vital tool to transfer knowledge and skills in an effective and attractive way. Creating an educational platform in Metaverse is a strategic opportunity to provide educational services to a global and wide community. This educational platform in Metaverse is supposed to provide a multidimensional and interactive space that allows people to access various training courses using virtual reality technology and augmented reality plugins. This platform will be suitable for everyone, from children to adults and from beginners to advanced. Creating an educational platform in Metaverse enables knowledge and skills to be actively transferred to people using new technologies, and in this way, an important step towards the future of education is taken. In order to provide a coherent and comprehensive analysis of metaverse literature in the field of education, this article deals with a deep and organized review of the role of metaverse in this field. By focusing on current and future technologies, along with an analysis of challenges and opportunities, this paper attempts to provide a comprehensive and inclusive perspective. The purpose of this research is to provide a detailed and extensive study of the role and effects of Metaverse in the field of education, so that through the examination and analysis of future perspectives, it will be directed towards the progress and development of educational platforms.

This paper explored how social variables such as gender, education, and age influence linguistic variation between the speech communities of Karbala and Baghdad. The study examined phonological, syntactic, and semantic variations within these communities, using a sociolinguistic lens. A total of 192 participants were selected, stratified by gender, age, education, and region, with data collected through sociolinguistic interviews. The results indicated that gender and education significantly impact the phonological features, while age influenced syntactic patterns. The study’s findings provide valuable understanding about the complex dynamics of linguistic variation in Iraq, offering new perspectives on the role of social factors in shaping local dialects. These results are consistent with previous sociolinguistic studies, yet they offer distinct contributions to our understanding of Iraqi dialectology. The field of sociolinguistics explores how social factors such as gender, age, education, and social class influence language use. This intersection of social characteristics and linguistic behavior becomes particularly pronounced in societies with significant dialectal diversity. Iraq, with its rich geographical, social, and linguistic diversity, presents an ideal setting for investigating these dynamics. The country is home to numerous dialects that reflect the historical, social, and cultural experiences of its people. Among Iraq's cities, Baghdad and Karbala stand out as unique linguistic environments that offer valuable insights into the relationship between social factors and language variation.

The objective of this study is to explore the social interaction patterns of children with speech disorders from the perspectives of their parents and teachers. This qualitative study employed semi-structured interviews to gather in-depth data from 20 participants, including 10 parents and 10 teachers of children aged 4-10 years diagnosed with speech disorders. Participants were selected through purposive sampling to ensure a diverse range of experiences. The interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis. The analysis focused on identifying common themes related to social interactions, communication strategies, and the emotional impact of speech disorders. Three main themes emerged from the data: the impact of speech disorders on social interactions, the role of the environment in social interaction, and strategies for facilitating social interactions. Children with speech disorders faced significant challenges in peer relationships, often experiencing social isolation and bullying. The home and school environments were critical in shaping social experiences, with teacher support and family encouragement playing pivotal roles. Parents and teachers employed various strategies, such as positive reinforcement, visual aids, and behavioral interventions, to support children's social interactions. Collaboration between parents and teachers was essential for providing consistent support. The study highlights the multifaceted nature of social interaction challenges for children with speech disorders and underscores the importance of supportive environments and collaborative strategies. Effective interventions require a comprehensive approach involving parents, teachers, and speech therapists. Future research should focus on larger, more diverse samples and include the perspectives of children with speech disorders to develop child-centered interventions. Practical recommendations include implementing inclusive practices in schools, enhancing parent-teacher collaboration, integrating speech therapy services into schools, and promoting community awareness to reduce stigma.