This study seeks to elucidate the motivations for students in Ho Chi Minh City, Vietnam, a developing nation, to adopt metaverse technology for studying logistics and international business courses. This study aimed to develop an innovative educational environment for students and educators by linking these courses with metaverse technology, examining virtual reality pedagogies, and analyzing students' motivations for engaging with metaverses. By augmenting the UTAUT framework with telepresence and incorporating metaverse-specific elements, we improve the comprehension of engagement, motivation, trust, and learning outcomes. Utilizing partial least squares structural equation modeling (PLS-SEM), the study collected data from 355 metaverse users in Vietnam to validate our proposed model. The findings emphasize the importance of performance expectancy as the primary determinant of users' intention to engage in metaverse-based logistics and international business courses, followed by telepresence, trust, social influence, and effort expectancy. The influence of hedonic motivation on the intention to participate in such courses within the metaverse group is deemed minimal. Adopting metaverse offers businesses and educational institutions a means to enhance logistics and global business education, equipping both students and instructors with vital competencies for success in a progressively digital age.