## 2 Literature Review and Theoretical Framework
### Current Gaps and Limitations in Virtual Learning Models  
While virtual learning environments have advanced considerably, significant gaps remain in personalization, accessibility, and comprehensive assessment [35]. Research indicates that many existing models do not offer flexible and adaptive learning pathways to accommodate individual learning styles and abilities [36]. The lack of practical AI-driven personalization tools often results in standardized experiences that may not meet the needs of diverse student populations [37]. Furthermore, existing virtual classrooms frequently lack features that address accessibility barriers, such as multilingual support and assistive technologies for students with disabilities, limiting the inclusivity of these platforms [38]. Moreover, current virtual learning models often do not provide holistic assessment methods, relying heavily on traditional testing formats that do not fully capture skills such as collaboration, critical thinking, and leadership [39]. Standardized testing fails to align with the interactive and dynamic nature of virtual environments, creating a disconnect between learning activities and assessment methods [40]. Further limitations are evident in the lack of adequate teacher training and support infrastructure, which are crucial for effective implementation [41]. Teachers often express a need for professional development that covers virtual classroom management, technical troubleshooting, and the integration of immersive tools into lesson plans [42; 43]. Several prominent virtual learning platforms, such as Google Classroom, Microsoft Teams for Education, and Moodle, have significantly contributed to the advancement of digital education by enabling remote learning, content distribution, and collaboration [8]. However, despite their widespread adoption, these platforms face notable limitations in personalization, accessibility, and assessment methods, which hinder their ability to meet the diverse needs of modern learners. For example, Google Classroom offers standardized content delivery tools, but lacks AI-driven personalization features that can adapt to individual student learning styles and progress [44]. Without adaptive pathways, the platform often provides a one-size-fits-all approach, which may disengage students who require more tailored support. Similarly, Microsoft Teams for Education provides robust communication features, such as video conferencing and file sharing, but lacks built-in accessibility tools, such as screen readers, voice recognition, and real-time captions, which are critical for supporting students with disabilities [45]. These limitations in personalization and accessibility can hinder inclusivity and prevent some learners from fully participating in virtual classrooms. In addition to gaps in personalization and accessibility, many existing platforms fail to provide holistic assessment methods that align with the dynamic nature of virtual learning environments. For example, Moodle and Blackboard rely primarily on traditional assessments, such as quizzes and exams, which do not capture essential skills of the 21 st century, including critical thinking, collaboration, and problem solving [46]. These platforms lack scenario-based assessments that allow students to apply knowledge in practical, real-world contexts, limiting their ability to develop higher-order thinking skills. In addition, many virtual learning models do not include real-time feedback mechanisms, which prevents educators from effectively adapting their teaching strategies to meet individual student needs. This gap between interactive learning activities and static assessment formats reduces the overall effectiveness of virtual classrooms in preparing students for future challenges. Addressing these gaps requires a multi-layered approach, such as the proposed Meta-MILE framework, which incorporates adaptive learning tools, assistive technologies, and innovative assessment methods to create inclusive, scalable, and competency-based virtual learning environments.