This study investigates the adoption of metaverse education in Ho Chi Minh City, Vietnam, using the Theory of Planned Behavior (TPB) as the theoretical framework. The research aims to understand the factors influencing the practical adoption of metaverse education by students and educators. The study employs partial least squares structural equation modeling (PLS-SEM) to analyze the relationships between key variables such as perceived behavioral control (PBC), subjective norm (SN), perceived value (PV), emotional value (EV), and social value (SV), and consumer intention (CI). The results show that CI significantly influences actual use (AU) of the metaverse in education. Additionally, PBC, SN, and PV positively influence CI, while EV and SV significantly impact PV. However, the relationship between attitude towards behavior (ATB) and CI was found to be statistically insignificant. The study highlights the importance of perceived value, emotional and social aspects in influencing the adoption of metaverse education. It also provides insights for educators, policymakers, and developers to enhance the integration of metaverse education into the regular school setting, particularly in Ho Chi Minh City. The findings contribute to the existing literature on metaverse education and offer practical implications for its implementation. The study underscores the need for further research to explore the long-term effects of metaverse education on learning outcomes and user satisfaction.This study investigates the adoption of metaverse education in Ho Chi Minh City, Vietnam, using the Theory of Planned Behavior (TPB) as the theoretical framework. The research aims to understand the factors influencing the practical adoption of metaverse education by students and educators. The study employs partial least squares structural equation modeling (PLS-SEM) to analyze the relationships between key variables such as perceived behavioral control (PBC), subjective norm (SN), perceived value (PV), emotional value (EV), and social value (SV), and consumer intention (CI). The results show that CI significantly influences actual use (AU) of the metaverse in education. Additionally, PBC, SN, and PV positively influence CI, while EV and SV significantly impact PV. However, the relationship between attitude towards behavior (ATB) and CI was found to be statistically insignificant. The study highlights the importance of perceived value, emotional and social aspects in influencing the adoption of metaverse education. It also provides insights for educators, policymakers, and developers to enhance the integration of metaverse education into the regular school setting, particularly in Ho Chi Minh City. The findings contribute to the existing literature on metaverse education and offer practical implications for its implementation. The study underscores the need for further research to explore the long-term effects of metaverse education on learning outcomes and user satisfaction.