EXPLORING STUDENTS’ READINESS FOR METAVERSE INTEGRATION IN EDUCATION: A TECHNOLOGY ACCEPTANCE AND BEHAVIORAL INTENTION PERSPECTIVE

The rapid development of immersive technologies, particularly Augmented Reality (AR) and Virtual Reality (VR), has positioned the metaverse as a potential tool to transform teaching and learning. This study investigates university students’ readiness to adopt metaverse platforms in education, focusing on technological self-efficacy, perceived usefulness, perceived ease of use, attitudes, and behavioral intentions. A quantitative, cross-sectional design was employed using a stratified random sample of 246 students. Data were collected via an online questionnaire adapted from the Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB), with high reliability across all constructs (Cronbach’s α > .85). Results show that students describe their technological self-efficacy as above neutral (M = 4.98, p < 001) but saw metaverse tools as being useful (M = 4.35), although experience with AR/VR was low (M = 2.96). Correlations Correlational analysis demonstrated a significant positive relationship between technology self-efficacy, perceived usefulness, and ease of use (r = 686–774, p < 001). Multiple regression analysis revealed that attitudes (β =. 726, p <. 001) and perceived behavior control (β =. 278, p <. 001) were significant predictors of behavioral intention, accounting for 83.8% variance (R² =. 838). These findings indicate that it is essential to build a positive attitude and digital confidence for an effective metaverse application in education. The Paper contributes to the emerging discussion around AR/VR in higher education by identifying a readiness gap, especially in terms of (limited) hands-on experience with immersive technology, and by underscoring how attitudes and perceived control in students mould the adoption. The practical implications are that digital literacy programs need to be structured, AR/VR resources made available, and institutional strategies need to encompass inclusivity to ensure equitable access to metaverse-enhanced learning