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Metaverse can be applied in several aspects of life such as the Economy,finance, social life, working environment, healthcare, real estate, andeducation. In the last 2 and a half years, during the COVID-19 pandemic,universities made immediate use of learning technologies, providing studentswith access to online learning content and platforms. Previous considerationson how to better integrate technology into universities or how the institutionscan be better prepared in terms of infrastructure vanished almost immediatelydue to the necessity of immediate actions towards the need for social distanceand global health. The present study proposes a framework for universitystudents metaverse technologies in education acceptance and intention to use.The present study develops a structural model of MetaEducation acceptance. Thismodel will be useful to university managers, policymakers, and professors tobetter incorporate the upcoming metaverse technology. The present study tests(if supported) the correlations among the aforementioned constructs.Preliminary results show hesitance to use MetaEducation technologies fromuniversity students. Self-efficacy and Subjective Norms affect Attitude andPerceived Usefulness positively, but on the other side, there is no strongcorrelation between Perceived Ease of Use and Attitude or Perceived Usefulnessand Attitude. Authors believe that the weak ties among the study constructshave to do with the lack of knowledge of what really MetaEducation really is,and which are its advantages of use.

An analysis of the technology acceptance model in understanding university students behavioral intention to use metaverse technologies