The objective of this study was to validate the metaverse model in science education for middle schools and identify its influencing factors, strategies, and outcomes. This quantitative, survey-based study was conducted with a statistical population comprising teachers and principals of middle schools in Tehran during the 2023-2024 academic year. A sample of 265 participants was selected using the Morgan table. Data were collected using a researcher-made questionnaire with 43 items on a five-point Likert scale. Structural equation modeling (SEM) was applied to analyze the data using AMOS software. Model fit indices, including RMSEA, GFI, CFI, and chi-square/df, were used to assess the model’s quality. The results revealed that causal factors, such as technological infrastructure, content, and media literacy; intervening factors, such as management and supervision; and contextual factors, such as supportive policies, security, and privacy, significantly influenced the adoption and implementation of the metaverse. Effective strategies identified included interaction and participation, skill-building, synchronization, and cost reduction. The outcomes of the model included improved academic performance of students, increased motivation and participation, and enhanced organizational performance of schools. The model fit indices indicated a good model quality (RMSEA=0.075, CFI=0.979). The integration of the metaverse in science education can enhance the quality of learning, boost student and teacher engagement, and reduce educational costs. Successful implementation requires strengthening infrastructure, developing supportive policies, and training teachers.