  Metaverse, a burgeoning technological trend that combines virtual and
augmented reality, provides users with a fully digital environment where they
can assume a virtual identity through a digital avatar and interact with others
as they were in the real world. Its applications span diverse domains such as
economy (with its entry into the cryptocurrency field), finance, social life,
working environment, healthcare, real estate, and education. During the
COVID-19 and post-COVID-19 era, universities have rapidly adopted e-learning
technologies to provide students with online access to learning content and
platforms, rendering previous considerations on integrating such technologies
or preparing institutional infrastructures virtually obsolete. In light of this
context, the present study proposes a framework for analyzing university
students' acceptance and intention to use metaverse technologies in education,
drawing upon the Technology Acceptance Model (TAM). The study aims to
investigate the relationship between students' intention to use metaverse
technologies in education, hereafter referred to as MetaEducation, and selected
TAM constructs, including Attitude, Perceived Usefulness, Perceived Ease of
Use, Self-efficacy of metaverse technologies in education, and Subjective Norm.
Notably, Self-efficacy and Subjective Norm have a positive influence on
Attitude and Perceived Usefulness, whereas Perceived Ease of Use does not
exhibit a strong correlation with Attitude or Perceived Usefulness. The authors
postulate that the weak associations between the study's constructs may be
attributed to limited knowledge regarding MetaEducation and its potential
benefits. Further investigation and analysis of the study's proposed model are
warranted to comprehensively understand the complex dynamics involved in the
acceptance and utilization of MetaEducation technologies in the realm of higher
education
