This study investigates the cultural and psychological factors influencing elementary and secondary school teachers' intention to accept and continue using VR technology in their classrooms. Using the extended UTAUT2 model, the research analyzed data from 351 Chinese teachers, revealing that performance expectancy, effort expectancy, social influence, facilitating conditions, and hedonic motivation significantly impact teachers' continued VR usage intention. However, habit did not contribute positively to this intention. The findings suggest that enhancing VR technology's fun, increasing its visibility in classroom teaching, and creating a supportive environment for VR adoption can encourage teachers to continue using it. The study also highlights the need for further research on VR classroom applications and teacher professional development with VR technology. The UTAUT2 model, which integrates diverse perspectives on technology acceptance, is considered the most comprehensive for exploring users' continued usage intention. The study's results emphasize the importance of technical support, ease of use, and social influence in shaping teachers' VR technology usage intentions. The findings have implications for improving VR technology integration in education, including enhancing technical support, training, and the development of user-friendly VR tools. The study also notes that while VR technology offers immersive and engaging learning experiences, its adoption in classrooms is influenced by factors such as technical support, ease of use, and social influence. The research underscores the need for continued exploration of factors affecting teachers' continued VR technology usage intention and the importance of addressing these factors to promote effective VR integration in education.This study investigates the cultural and psychological factors influencing elementary and secondary school teachers' intention to accept and continue using VR technology in their classrooms. Using the extended UTAUT2 model, the research analyzed data from 351 Chinese teachers, revealing that performance expectancy, effort expectancy, social influence, facilitating conditions, and hedonic motivation significantly impact teachers' continued VR usage intention. However, habit did not contribute positively to this intention. The findings suggest that enhancing VR technology's fun, increasing its visibility in classroom teaching, and creating a supportive environment for VR adoption can encourage teachers to continue using it. The study also highlights the need for further research on VR classroom applications and teacher professional development with VR technology. The UTAUT2 model, which integrates diverse perspectives on technology acceptance, is considered the most comprehensive for exploring users' continued usage intention. The study's results emphasize the importance of technical support, ease of use, and social influence in shaping teachers' VR technology usage intentions. The findings have implications for improving VR technology integration in education, including enhancing technical support, training, and the development of user-friendly VR tools. The study also notes that while VR technology offers immersive and engaging learning experiences, its adoption in classrooms is influenced by factors such as technical support, ease of use, and social influence. The research underscores the need for continued exploration of factors affecting teachers' continued VR technology usage intention and the importance of addressing these factors to promote effective VR integration in education.