Harnessing digital issue in adopting metaverse technology in higher education institutions: Evidence from the United Arab Emirates

Abstract

This study delves into the intricate landscape of metaverse technology adoption within higher education institutions in the UAE, investigating the multifaceted interplay of accessibility, technology adaptability, and policies and regulations. Using a cross-sectional research design, data was meticulously collected through a multistage sampling approach, combining probability and non-probability methods. A pretested questionnaire underwent rigorous evaluation, ensuring unbiased item formulation and adherence to best practices. The investigation challenges and extends the Technology Acceptance Model (TAM) by revealing unexpected findings. The absence of a significant relationship between accessibility and metaverse adoption prompts a call for an expanded TAM framework. Surprisingly, a negative correlation between technology adaptability and adoption is highlighted, emphasizing the need for a cautious assimilation approach. Moreover, the research underscores the influential role of policies and regulations in metaverse adoption, advocating for a comprehensive TAM framework that encompasses regulatory dynamics. Findings offer practical implications for stakeholders, policymakers, and institutions, emphasizing diverse adoption facets beyond accessibility. The study contributes to the discourse on metaverse adoption and advances theoretical frameworks for technology integration within educational contexts. The methodology's meticulous design underscores the study's rigor, ensuring the robustness of the insights gleaned from the investigation.