Understanding the academic use of KM-driven Metaverse technology: insights from medical colleges

Purpose This study delves into the behavioural intentions of educators within medical colleges at Mosul Universities concerning the adoption of Knowledge Management-Driven Metaverse technology (KM-D-MT). Rooted in an adapted Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model, the research aims to enrich the understanding of Metaverse adoption factors, exploring correlations among key constructs such as performance expectancy, effort expectancy, social influence, facilitating conditions, perceived value, hedonic motivation and interaction. Furthermore, the study investigates the mediating roles of knowledge generation and knowledge sharing in the relationship between interaction and behavioural intention. Design/methodology/approach The research employs a quantitative approach, gathering 278 responses from educators in medical colleges. Structural Equation Modelling-Partial Least Squares (SEM-PLS) is used to analyse the data, rigorously examining the reliability and validity of research instruments. The investigation involves an extensive evaluation of various factors influencing educators’ intentions to adopt KM-D-MT, using a cross-sectional design. Findings The study reveals significant positive impacts of performance expectancy, effort expectancy, social influence, facilitating conditions, perceived value and hedonic motivation on behavioural intention to adopt KM-D-MT. Interaction is identified as a key factor positively influencing knowledge sharing and knowledge generation. Furthermore, knowledge sharing and knowledge generation exhibit positive correlations with behavioural intention. Interaction indirectly impacts behavioural intention through the mediating roles of knowledge generation and knowledge sharing, highlighting the transformative potential of Metaverse technology in reshaping knowledge processes. Practical implications The findings of this study hold practical implications for educators, institutions and policymakers. The adoption of KM-D-MT can enhance educational experiences, facilitate global collaboration and contribute to the continuous professional development of educators in medical colleges. Institutions are encouraged to strengthen technological and organisational infrastructure to support effective Metaverse implementation. Furthermore, promoting positive social norms, providing technical support and offering training programs can contribute to overcoming barriers and fostering a conducive environment for Metaverse adoption in medical education. Originality/value This research significantly contributes to theoretical perspectives by advancing Metaverse research and addressing the call for extensive studies covering theoretical, conceptual and empirical elements. It extends current UTAUT2 frameworks, exploring correlations in the context of medical education and contributes to knowledge management paradigms. The study’s originality lies in its exploration of Metaverse acceptance in higher education institutions, specifically in medical colleges in Iraq, providing valuable insights for further research and practical applications globally.