Acceptance of KM-driven metaverse technology in higher education institutions: are educators ready to be immersed?

Purpose This study investigates the behavioural intention of educators in “higher education institutions” (HEIs) regarding the adoption of knowledge management-driven metaverse technology (KM-D-MT). Grounded in “unified theory of acceptance and use of technology 2” (UTAUT2), the current research aims to elucidate the factors influencing the adoption of the metaverse, examining influence among primary variables such as “performance expectancy” (PE), “effort expectancy” (EE), “social influence” (SI), “facilitating conditions” (FC), “perceived value” (PV), “hedonic motivation” (HM), embodiment and knowledge application. Design/methodology/approach Conducting a study with a cross-sectional design that leverages quantitative methods for data collection and analysis, the study collects 353 responses from medical college educators and uses “structural equation modelling-partial least squares” (SEM-PLS) to analyse the data, assessing the reliability and validity of study instruments. Findings The findings reveal a significant positive influence of PE, EE, SI, FC, PV and HM on behavioural intentions towards adopting KM-D-MT. Embodiment is identified as a key factor positively influencing knowledge application. Additionally, knowledge application shows a positive impact on behavioural intention. The study highlights the transformative potential of metaverse technology in reshaping knowledge management (KM) processes. Originality/value This research contributes significantly to theoretical perspectives by advancing metaverse research, extending UTAUT2 frameworks in the medical education context and contributing to KM paradigms. The study’s exploration of metaverse adoption in Iraqi medical colleges provides valuable insights for global research and practical applications.