This study aims to analyze the factors influencing middle school teachers’ intention to adopt metaverse-based education by integrating the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT). Specifically, it focuses on how educational usefulness, ease of use, social influence, and facilitating conditions affect teachers’ acceptance intention. A survey was conducted with 208 middle school teachers across the country, and the collected data were analyzed using path analysis conducted within the framework of Structural Equation Modeling (SEM) based on observed variables. The analysis revealed that educational usefulness and ease of use had significant positive effects on acceptance intention. Although social influence did not have a direct effect on acceptance intention, it functioned as a significant mediating variable that strengthened the effects of educational usefulness and ease of use. The Sobel test confirmed the significance of indirect effects, with educational usefulness and ease of use showing significant mediated effects via social influence. Meanwhile, facilitating conditions moderates these relationships, enhancing the effect of ease of use on acceptance intention and weakening the effect of educational usefulness. This study underscores the importance of providing systematic training to enhance teachers’ confidence in using metaverse technologies, improving technological infrastructure, and fostering a supportive school environment. The findings offer both policy and practical implications and suggest directions for future research.