Virtual reality (VR) is a new technology that has applications in a variety of sectors, including medical, education, gaming, psychology, and sociology. The application of VR in education is intriguing and warrants further examination, but research on the subject is currently restricted. VR can benefit education by allowing students to participate in memorable and engaging experiences that they would not otherwise be able to have. Traditional approaches are still used to teach students, which is an essential element of the curriculum for those who want to conceive problem-solving. As a result, there is a scarcity of study on VR deployment. In this paper, we investigated the factors affecting the adoption of VR in higher educational institutes. To this end, we extended the technology Acceptance Model (TAM) with four additional factors and formulated a set of hypotheses. The hypotheses are then evaluated using a dataset collected from 503 Jordanian students. The result shows that the factors perceived facilitating condition, perceived effort expectancy, and perceived compatibility significantly affected the intention to use VR systems and tools for educational purposes. We believe that this study will help decision makers to build sustainable learning and educational systems in Jordan universities.