The growing merging of virtual and immersive platforms in education necessitates a deeper understanding of their acceptance in different settings. As the Metaverse, a representative of immersive technologies, gains ground in worldwide education, it is crucial to grasp its infusion in multicultural contexts. This paper is directed at probing the behavioral intention of higher-education learners in Oman to implement the Metaverse. The authors resorted to an integrated model that synthesizes UTAUT2, Self-Determination Theory, Innovation Diffusion Theory, and Flow Theory. They employed a quantitative cross-sectional research design, gathered data from 278 students through an online survey, and analyzed it by means of Partial Least Squares Structural Equation Modelling (PLS-SEM). The survey’s factors are interest, social influence, observability, and relatedness, which are significantly leading to adoption, while such factors as hedonic motivation, habit, and perceived risk had a very marginal role. Results confirm the significance of social and emotional aspects over individuals’ utility in the initial stage of adoption. This paper provides regionally grounded insights into the global discourse on immersive learning technologies.