Privacy, identity, and fairness: Unpacking ethical influences on metaverse adoption in university learning

As immersive technologies like the Metaverse continue to reshape higher education, it becomes increasingly vital to examine the ethical dimensions shaping student engagement with these platforms. This study investigates how university students perceive privacy, digital identity, informed consent, and algorithmic fairness in Metaverse-based classrooms, and how these perceptions influence their trust and behavioral intention to adopt the technology. A quantitative survey was conducted with 310 university students, all of whom had prior exposure to virtual learning platforms. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4.0, the study found that Metaverse Ethical Dimensions (MED) significantly influence both Trusting Intention (TRI) ($\beta$ = 0.740, p < 0.001) and Intention to Use (IU) ($\beta$ = 0.573, p < 0.001). Additionally, TRI partially mediates the relationship between MED and IU ($\beta$ = 0.206, p = 0.001). These results highlight the central role of ethical design and user trust in promoting the adoption of Metaverse-based classrooms.