The emerence of the metaverse as an interactive and immersive sociotechnical ecosystem has driven profound transformations in contemporary education. In this context, avatars have become essential mediators of presence, identity, and interaction in virtual environments. However, there is still a lack of critical investigations into the effects of (non-)embodiment and the sociotechnical dimensions associated with the use of avatars in immersive educational experiences. This article aims to analyze, through an integrative literature review, how avatars are used in educational metaverse contexts, with a focus on the sociotechnical, symbolic, and relational implications of the digital body. The results indicate that avatars play a multifunctional role, acting as cognitive, expressive, and identity tools. The presence of embodiment – even partial – significantly contributes to students’ engagement, comfort, and sense of agency. On the other hand, the absence of bodily anchoring can lead to feelings of depersonalization or a breakdown in presence. It is concluded that the avatar is a critical educational artifact, whose analysis requires an integrated approach involving body, technology, and social relations in the digital environment.