The importance of use of technology in education has significantly increased post-pandemic, reshaping learning methods and addressing numerous educational challenges. However, despite the growing importance of technology in higher education for enhancing the teaching and learning experience, its adoption among university teachers remains inconsistent, raising concerns about the factors driving this disparity. The study aims to employ a modified UTAUT3 model by incorporating the value belief as a determinant of behavioural intention and collected the primary data from 164 university teachers in Uttarakhand using a structured questionnaire and convenience sampling technique. The data was analysed using SmartPLS 4.0 and SPSS 22.0. The outcomes of the study reveal that VB, alongside all other constructs in the model, significantly influences behavioural intention. All hypothesized relationships were significant at p < 0.01, except for H2 (effort expectancy to performance intention), which was significant at p < 0.05. The model demonstrated a strong fit, with an SRMR of 0.0417. These findings enhance the theoretical understanding of technology acceptance and provide practical insights for integrating advanced educational technologies, such as virtual reality and the Metaverse, into academic settings. While consistent with previous research, this study also uncovers unique variations in how VB and habit affect behavioural intention. Future research should incorporate cross-cultural comparisons and longitudinal studies to validate these findings across different regions and time periods, broadening the scope of technology adoption in education.