This study investigates the adoption of metaverse education in Ho Chi Minh City, Vietnam, using the Theory of Planned Behavior (TPB) as a theoretical framework. The research aims to understand the factors influencing the practical use of the metaverse in education, including emotional and social value, perceived behavioral control, subjective norms, and consumer intention. Data were collected through judgmental sampling, and partial least squares structural equation modeling (PLS-SEM) was used for analysis. The results indicate that consumer intention significantly and positively impacts the actual use of the metaverse in education. Perceived behavioral control, subjective norm, and perceived value also strongly influence consumer intention. Emotional and social value have a substantial impact on perceived value. However, the relationship between attitude towards behavior and consumer intention is not statistically significant. The study provides valuable insights for educators, policymakers, and developers, highlighting the importance of understanding these factors to successfully integrate metaverse education into educational settings.This study investigates the adoption of metaverse education in Ho Chi Minh City, Vietnam, using the Theory of Planned Behavior (TPB) as a theoretical framework. The research aims to understand the factors influencing the practical use of the metaverse in education, including emotional and social value, perceived behavioral control, subjective norms, and consumer intention. Data were collected through judgmental sampling, and partial least squares structural equation modeling (PLS-SEM) was used for analysis. The results indicate that consumer intention significantly and positively impacts the actual use of the metaverse in education. Perceived behavioral control, subjective norm, and perceived value also strongly influence consumer intention. Emotional and social value have a substantial impact on perceived value. However, the relationship between attitude towards behavior and consumer intention is not statistically significant. The study provides valuable insights for educators, policymakers, and developers, highlighting the importance of understanding these factors to successfully integrate metaverse education into educational settings.