###### Abstract
It will also provide interoperability across virtual worlds on different platforms, enabling users to concurrently experience different activities, while creating and distributing contents into these platforms [1; 2; 6]. Several research studies and industrial reports have discussed the opportunities of metaverse to create values for consumers and enterprises in different sectors, including education [7; 8; 9; 10; 11]. Educators and learners of higher education levels have experiences with the metaverse as digitally generated environments with a positive attitude to future improvement in learning performance and outcomes [12; 13; 14]. For example, the work in [15] explored the applicability of augmented reality (AR), virtual reality (VR), lifelogging, and mirrored worlds in practical classes of a physical education curriculum. AI and XR are used in [16] to develop an application for aircraft maintenance training, while the work in [17] provided an AR application for an educational \"escape room\" activity for improving learners' communications skills. Obviously, immersive education is the direct experience provided to learners in metaverse environments. To achieve this immersion, the learner and his development are emphasized, while his digital image (avatar) is performing tasks in virtual spaces. These tasks involve communicating, and working with others, using digital objects, while producing contents in, and editing the space. This self-reflection can influence and be influenced by the learner behaviors and prior experiences on and off the digital space. However, recent literature reviews of metaverse-related applications in higher education highlighted the focus of these applications on content creation and socialized communication, but lacked attention to user-centric factors [9]. In fact, it was argued that most VR immersive developments are not explicitly grounded in learning theories [18]. Furthermore, the gap analysis of metaverse applications in education could further narrow the integration between learning theories and practice-based strategies. The resulting outcome spurs metaverse-based educational models for higher order thinking competences while adjusting to individual cognitive attributes [7; 11]. Capitalizing on the differences of individuals as they interact in communities of practice is a key enabler of collective intelligence [19; 20]. For example, a recent study published by Stanford University's Virtual Human Interaction Lab on instrumenting avatars in immersive virtual environments demonstrates that people represented by lookalike avatars of themselves better \"sync\" with others, and they feel greater group cohesion, enjoyment and realism than in constrained environments [21]. A similar study that investigated how students interact and learn using a social VR platform indicated that the social dynamics of VR has a positive impact on students' ability to work together as a group and to focus on the presented instruction away from physical world distractions. The results also indicated the potential of social VR to promote creativity in educational settings [22]. In previous works, we employed social learning analytics, social network analytics, machine learning, and behavioral change support systems to construct virtual social spaces for learners to connect, practice, and share experiences, as well as to reflect, and develop their career-readiness. In these virtual communities, learners are engaged in a cognitive apprenticeship process designed to meet their individual dispositions, interests and needs [23; 24]. In this present work, we extend our previous investigations into metaverse developments through a novel architecture of Metaverse Intensive Learning Experience (MiLEx) platform. The MiLEx platform aims to provide the experiential, technological and governance capabilities for designing and delivering a higher order of personalized immersive learning experiences that enhance career practices and competencies for the 21 st Century.