The paper investigates the impact of virtual environmental characteristics such as collaboration, communication, and resource sharing on social media adoption by the academic community at the university level. Building on the social constructivist paradigm and technology acceptance model, we propose a conceptual model to assess social media adoption in academia by incorporating collaboration, communication, and resource sharing as predictors of social media adoption, whereas perceived ease of use and perceived usefulness act as mediators in this relationship. Structural equation modeling serves to estimate the proposed conceptual model on a sample of 661 respondents from the Kingdom of Saudi Arabia and Pakistan. The findings suggest that an individual's propensity toward social media features (i.e., collaboration, communication, and resource sharing) acts as a stimulus to their social media adoption. Moreover, perceived ease of use and perceived usefulness mediate the relationship between these stimuli and their outcomes (i.e., social media adoption). The paper concludes with the discussion on the findings and recommendations for the academicians and the practitioners of social media in the higher education institutions.