<p>The adoption of educational technologies has become pivotal for improving the teaching and learning process in higher education. However, in regions like Uttarakhand, which are in general, considered to have institutional and geographical diversity, the determinants influencing the adoption of educational technologies among the faculty members remain insufficiently explored. The present study aims to investigate the critical factors affecting the acceptance and use of educational technologies among university teachers through the approach of extending the existing UTAUT2 model. As an extension purpose, two additional constructs Personal Innovativeness and Value Belief which have been identify through the literature review have incorporated to reflect the local academic context, while one of the key construct of the existing model i.e. Price Value was excluded due to its limited relevance in the context of teachers as stakeholders. A quantitative approach was followed by analysing the data collected from the 389 university teachers in Uttarakhand. Findings disclose that constructs such as Facilitating Conditions, Performance Expectancy, and Effort Expectancy are the key significant constructs which significantly influenced Behavioural Intention and Use Behaviour. Further, it was observed that Personal Innovativeness had a strong influence on intention but not on actual use, which indicates a gap between motivation and implementation. Among all, two of the main constructs viz. Hedonic Motivation and Habit were not found significant in case of university teachers in Uttarakhand, and hence highlights the role of cultural and infrastructural factors. Finally, the proposed model shows the explanatory power (R² = 0.772) which is high in comparison to the existing models such as UTAUT2 and UTAUT3 in the given content. At the end, limitations and directions for future research are also discussed along with future implications.</p>