Abstract: Virtual Learning Environments (VLEs) are learning platforms within universities aiming to enhance students learning. In order to determine the success of VLE adoption in universities it is essential to identify the factors which influence the students acceptance and use of VLE systems and potentially to develop a theoretical model which can predict the influence of these factors on the students' learning activities. We are adopting the Unified Theory of Acceptance and Use of Technology (UTA UT) model developed by Venkatesh et al. (2003) to identify and test the underlying factors influencing VLE acceptance and use. UTAUT is a relatively new and untested model especially within cross‑cultural settings in the context of Higher Education (S traub, 2009). The adoption of UTAUT to explore the use and acceptance of technology and particularly VLEs in educational settings is somehow limited. We posit that this model is appropriate for this context and we position our research to fill these gaps. We are testing the model in three business schools in universities in two different countries. We are aiming to test the model within UK and Russian educational settings using factor analysis by deploying Venkatesh et al.s (2003) questionnaire am ong students. If UTAUT has been used in various settings, its adoption appears to lack rigour in explaining the significance of the identified factors which can shape acceptance and use. The results would help enhancing and hopefully strengthening the the ory by testing the factors loadings and their impact on VLE acceptance and use within educational settings to enhance knowledge creation, sharing, mapping and collaboration. The results demonstrate the validity of the UTAUT model in different cultural se ttings as well as the deeper cultural differences in the perceptions of use and acceptance of VLEs which highlight the crucial role of culture on technology adoption.