IMMERSIVE LEARNING MEETS THEORY: MODELING EDUVERSE ADOPTION IN HIGHER EDUCATION

Aim/Purpose This study develops and empirically tests an integrated model to explain teach-ers’ adoption of Eduverse (Metaverse education) technologies in higher educa-tion. Drawing from TAM, UTAUT, TPACK, Social Cognitive Theory (SCT), and Organizational Support Theory (OST), the study incorporates technologi-cal, pedagogical, individual, and institutional dimensions. Background Research 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 dis-tinct and important research area. Methodology This quantitative study examined factors influencing Jordanian university teach-ers’ 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/va-lidity and testing structural model relationships. This method was chosen for its suitability in handling complex, non-normal data within the M-TPACK frame-work. Contribution This 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-ef-ficacy, while OST emphasizes top management support and institutional facili-tation, 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, identify-ing key success drivers for higher education Metaverse (Eduverse) adoption. Findings The 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 tech-nologies, highlighting how integrated skills boost confidence and value. Self-ef-ficacy significantly predicts both perceived usefulness and adoption intention, indicating that competence-building initiatives can increase adoption rates. Per-ceived usefulness and ease of use both directly affect teachers’ intention to adopt Eduverse, confirming core assumptions of TAM. Additionally, digital or-ganizational culture significantly moderates the effects of perceived usefulness and ease of use on adoption intention, highlighting the importance of innova-tion-friendly institutional norms. Recommendations for Practitioners The 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 leader-ship strategies with resource allocation, recognition programs, collaboration ini-tiatives, and robust technical and pedagogical support systems. A phased, holis-tic approach combining infrastructure, training, peer mentoring, and discipline-specific resources can enhance faculty self-efficacy, ease of use, and perceivedembedding evaluation frameworks, institutions can foster sustainable adoption of Metaverse-based teaching to improve teaching quality and student learning outcomes. Recommendations for Researchers This 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 Society This 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 lead-ership, training, and supportive cultures, while also laying the groundwork for future Metaverse research in higher education. Future Research This study provides valuable insights into Eduverse adoption in higher educa-tion, but it also has limitations. Its focus on Jordanian universities limits general-izability, 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.