Abstract

This study examines how metaverse-based learning environments influence students’ commitment to sustainability. While immersive technologies are widely promoted for sustainability education, it remains unclear how they actually lead to behavioural commitment. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT), the study proposes that metaverse learning features do not directly create sustainable behaviour but rather operate through the transfer of sustainability knowledge. A quantitative survey was conducted and analysed using structural equation modelling to test the relationships among immersive virtual business simulation, interactive sustainability learning modules, global collaboration and networking opportunities, gamified learning for sustainability, real-time analytics, sustainability knowledge transfer, and commitment to sustainability. The results show that real-time analytics, immersive simulation, gamified learning, and interactive modules significantly improve sustainability knowledge, whereas collaboration alone does not significantly influence understanding. Sustainability knowledge transfer strongly predicts commitment to sustainability, indicating that behavioural change occurs after learners cognitively understand sustainability concepts. The findings extend UTAUT beyond technology adoption by demonstrating that performance and effort expectancy influence behavioural outcomes only through learning cognition. The study suggests that metaverse education should be designed as an experiential decision-learning environment rather than a social virtual space, emphasizing feedback, practice, and structured interaction to foster sustainable attitudes.