Understanding trust in educational Metaverse: the role of social cognitive theory constructs and perceived risks

Purpose This study investigates the impact of social cognitive theory (SCT) constructs and perceived risks on university students’ trusting intentions towards Metaverse-based educational platforms in the UAE. By examining factors such as self-efficacy, outcome expectations and vicarious learning (from SCT), alongside perceived risks like performance, time, social and security concerns, this research addresses critical gaps in understanding trust dynamics in educational technology. Design/methodology/approach A quantitative survey was conducted with 176 university students who experienced a Metaverse-based classroom prototype. Data were analyzed using structural equation modeling (SEM) to evaluate the relationships between SCT constructs, perceived risks and trusting intentions. Findings The results demonstrate that SCT constructs significantly enhance trust by fostering self-efficacy and providing positive learning experiences. Conversely, perceived risks reduce trust, emphasizing the need to mitigate security concerns and usability barriers to improve adoption. These insights underline the dual importance of managing risks and promoting psychological readiness among students. Practical implications The findings offer actionable guidance for educators, policymakers and developers to design secure, user-friendly Metaverse platforms that align with educational objectives. The study emphasizes the importance of addressing perceived risks, enhancing student engagement and fostering trust to enable effective technology adoption in education. Originality/value This research provides a novel perspective on trust in Metaverse-based education by integrating SCT constructs with risk perceptions, offering a comprehensive framework to guide the successful implementation of immersive learning environments.