This pilot study explores the educational value of the metaverse in tourism through the lens of Constructivist Learning Theory. A survey-based methodology was used to examine the influence of four key constructs – Active Learning (AL), Knowledge Construction, Reflection and Adaptation (KC), Personalized Learning (PL), and Learning by Social Interaction (LSI)—on the learning efficiency of the metaverse in tourism. Thirty participants, 43.33% male and 56.67% female, from Generations X, Y, and Z, completed the questionnaire. The survey demonstrated good reliability and validity, providing insights into the metaverse's role in tourism education. The findings highlight the importance of knowledge construction, reflection and adaptation, and learning by social interaction in improving learning efficiency through collaborative and reflective processes. In contrast, active learning and personalized learning did not show statistically significant effects on learning efficiency, suggesting that factors such as instructional design, learner motivation, or digital literacy in the metaverse may mediate their effectiveness. This research enhances the understanding of the metaverse not merely as a platform for entertainment or simulation, but as a revolutionary medium for experiential learning and the development of knowledge about touristic destinations.