This study explores the interplay between perceived organizational e-readiness (POE) and perceived External E-Readiness (PEE) in the adoption and integration of Augmented Reality (AR) and Virtual Reality (VR) technologies in Malaysian higher education institutions. The study employs a reflective Structural Equation Modeling (SEM) model, anchored in Babin et al.'s (2019) framework, to elucidate the relationships between these constructs and their influence on Initial Adoption (IA), Institutionalization (INS), Change Commitment (CC), Change Efficacy (CE), Relative Advantage (RA), Compatibility (CM), and Complexity (COM). The results from 425 Malaysian university administrators and academicians that institutions perceived organizational E-readiness were more likely to perceive greater advantages and compatibility in adopting AR and VR technologies, while perceiving lower complexity in the process. Moreover, institutions operating in environments with strong market forces and government support showed higher degrees of perceived relative advantage, compatibility, and complexity, while institutions with lower level of perceived perceived relative advantages did not perceive greater compatibility. This study contributes to the existing literature by providing a deeper understanding of the dynamics encompassing the adoption, integration, and enduring adoption of VR and AR technologies in higher education, particularly in the Malaysian context. The theoretical implications derived from this study provide a robust foundation for advancing the theoretical frameworks that guide technology adoption research.