A meta-analytic study was conducted of the "Unified Theory of Acceptance and Use of Technology" to understand higher education instructors use of technology in teaching and learning. Through broad searches of the years 2003-2023, 117 records were identified for initial review. After reviewing the studies and removing those studies that were duplicates or did not meet the search criteria, ten studies remained for analysis. These ten studies representing global locales were analyzed for this meta-analysis. Results indicated that Performance Expectancy, (= 0.5398) (95% CI: 0.3052-0.7744), p < 0.0001; Effort Expectancy, (= 0.4846) (95% CI: 0.2695-0.6997), p < 0.0001; and Social Influence (= 0.2783) (95% CI: 0.0796-0.4770), p = 0.0061 are strong to moderate predictors of technology adoption; and Facilitating Conditions predict Use Behavior. The findings suggest that faculty need adequate support to ensure they adopt instructional technologies. Institutional policies and professional development initiatives should be designed to emphasize the practical benefits of a specific technology (PE), ensure both adequate training for digital literacy and selection of practical technologies (EE), and provide open and collaborative training environments with clear administrative expectations (SI). Additionally, the significance of robust infrastructure and support systems (FC) to actual use is made explicit. Addressing these factors can improve adoption among instructors, fostering innovation and enhancing the higher education learning experience. Future research should focus on the effect of moderating variables on technology adopting to reduce the heterogeneity found in the current study.