Aim/PurposeThis study develops and empirically tests an integrated model to explain teachers’ adoption of Eduverse (Metaverse education) technologies in higher education. Drawing from TAM, UTAUT, TPACK, Social Cognitive Theory (SCT), and Organizational Support Theory (OST), the study incorporates technological, pedagogical, individual, and institutional dimensions.

BackgroundResearch on teachers’ use of digital technologies has focused on m-learning, e-learning, AR/VR, LMS, and social media, but these insights may not fully apply to the Metaverse due to differences in context, pedagogy, and user factors. Thus, studying instructors’ willingness to teach in Metaverse classrooms is a distinct and important research area.

MethodologyThis quantitative study examined factors influencing Jordanian university teachers’ adoption of Eduverse using a cross-sectional survey. Data were collected via an online questionnaire from 426 valid responses across five universities. Convenience sampling was applied, and sample adequacy was confirmed through G*Power analysis. Data were analyzed using PLS-SEM with SmartPLS 4.0, following a two-stage process: assessing measurement model reliability/validity and testing structural model relationships. This method was chosen for its suitability in handling complex, non-normal data within the M-TPACK framework.

ContributionThis study extends the TPACK framework into the Metaverse, introducing M-TPACK to capture the unique interplay of technology, pedagogy, and content in immersive learning. Drawing on SCT, it highlights the role of teacher self-efficacy, while OST emphasizes top management support and institutional facilitation, moderated by digital organizational culture. By integrating TAM, UTAUT, TPACK, SCT, and OST, the study proposes a multidimensional framework addressing individual, pedagogical, and institutional factors, identifying key success drivers for higher education Metaverse (Eduverse) adoption.

FindingsThe results from a survey of 426 Jordanian university teachers indicate that top management support and facilitating conditions have a significant effect on M-TPACK, demonstrating top management’s role and institutional readiness in enhancing metaverse-related teaching skills. M-TPACK positively impacts teachers’ self-efficacy, perceived usefulness, and ease of use of Eduverse technologies, highlighting how integrated skills boost confidence and value. Self-efficacy significantly predicts both perceived usefulness and adoption intention, indicating that competence-building initiatives can increase adoption rates. Perceived usefulness and ease of use both directly affect teachers’ intention to adopt Eduverse, confirming core assumptions of TAM. Additionally, digital organizational culture significantly moderates the effects of perceived usefulness and ease of use on adoption intention, highlighting the importance of innovation-friendly institutional norms.

Recommendations for PractitionersThe study highlights that strong top management commitment and supportive conditions are essential for developing MTPACK and integrating Metaverse (Eduverse) technologies in higher education. Universities should align leadership strategies with resource allocation, recognition programs, collaboration initiatives, and robust technical and pedagogical support systems. A phased, holistic approach combining infrastructure, training, peer mentoring, and discipline-specific resources can enhance faculty self-efficacy, ease of use, and perceived usefulness of Eduverse. By balancing technical sophistication with usability and embedding evaluation frameworks, institutions can foster sustainable adoption of Metaverse-based teaching to improve teaching quality and student learning outcomes.

Recommendation for ResearchersThis study develops a multi-theoretical framework to explain the adoption of Eduverse by higher education teachers. It introduces M-TPACK, an extension of the traditional TPACK model, tailored for immersive learning environments. Findings show that M-TPACK strongly predicts adoption, highlighting its greater importance in 3D virtual teaching than in conventional digital contexts. The study underscores M-TPACK as a key factor driving adoption in complex metaverse-based education.

Impact on SocietyThis study is one of the first to examine the adoption of Eduverse in the Middle East. It offers strategic insights on promoting immersive learning through leadership, training, and supportive cultures, while also laying the groundwork for future Metaverse research in higher education.

Future ResearchThis study provides valuable insights into Eduverse adoption in higher education, but it also has limitations. Its focus on Jordanian universities limits generalizability, and the cross-sectional design restricts temporal understanding. Future research should include cross-country comparisons, longitudinal tracking, and additional psychological and contextual factors. Mixed-method approaches combining quantitative and qualitative insights are also recommended.