The paper "Virtual Worlds for Learning in Metaverse: A Narrative Review" by Robertas Damaševičius and Tatjana Sidekerskienė explores the application of various types of virtual worlds in educational settings, focusing on their potential to enhance learning experiences and outcomes. The study aims to investigate the characteristics and educational potential of Adventure Worlds, Simulation Worlds, Creative Worlds, Role-Playing Worlds, and Collaborative Worlds. Each type of virtual world is characterized by its unique features and educational affordances, such as narrative-driven quests, realistic environments, open-ended creation, role-playing scenarios, and collaborative projects. The paper uses a narrative review methodology, incorporating theoretical frameworks like TRIZ, C-K theory, SBF modeling, P21, and UDL to evaluate the impact of these virtual worlds on critical 21st-century skills. The findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration, offering a comprehensive analysis of how these environments can transform traditional educational models. The study contributes to the field by providing insights into the integration of virtual worlds into educational curricula, highlighting their potential to enhance learning outcomes and address specific educational challenges.The paper "Virtual Worlds for Learning in Metaverse: A Narrative Review" by Robertas Damaševičius and Tatjana Sidekerskienė explores the application of various types of virtual worlds in educational settings, focusing on their potential to enhance learning experiences and outcomes. The study aims to investigate the characteristics and educational potential of Adventure Worlds, Simulation Worlds, Creative Worlds, Role-Playing Worlds, and Collaborative Worlds. Each type of virtual world is characterized by its unique features and educational affordances, such as narrative-driven quests, realistic environments, open-ended creation, role-playing scenarios, and collaborative projects. The paper uses a narrative review methodology, incorporating theoretical frameworks like TRIZ, C-K theory, SBF modeling, P21, and UDL to evaluate the impact of these virtual worlds on critical 21st-century skills. The findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration, offering a comprehensive analysis of how these environments can transform traditional educational models. The study contributes to the field by providing insights into the integration of virtual worlds into educational curricula, highlighting their potential to enhance learning outcomes and address specific educational challenges.