This conceptual paper sets out to consider the Metaversity movement; that is, the creation of educational spaces in the virtual realm of the Metaverse, or the re-creation of physical spaces of education in the virtual environment. Referring to the concept of pedagogical reduction, I suggest that virtual worlds are created and annexed from, but always anchored to, the so-called actual world using this process of reduction: selecting what is to be shown, simplifying it by limiting the boundaries and capabilities of the environment, thus representing the content for them to create a world within a world. Pedagogical virtual worlds use the same process to an educational end. I build on this thesis using contemporary discourse in theory and philosophy of education to argue that, just as the Metaverse is a combination of many metaverses, the educational space of the university is constructed from a series of pedagogical virtual worlds. This leads to discussion on whether Metaversity can be considered an effective alternative to brick-and-mortar institutions, or no alternative at all. The significance of this question lies in the shift to online education over the past 5 years, and the continuing influence of technology on the conceptualisation, delivery, and experience of Higher Education.