This study extends the social influence factor in the Unified Theory of Acceptance and Use of Technology (UTAUT) model by delineating it into coercive, normative, and mimetic pressures based on institutional theory. It investigates the role of each institutional pressure in influencing the behavioural intention of accounting lecturers in Malaysia’s public universities to use Information and Communications Technology (ICT)-enhanced student-centred teaching methods. Using a purposive sampling method, self-report questionnaires were distributed to accounting lecturers in Malaysia’s public universities offering undergraduate accounting programmes. This resulted in 114 usable questionnaires. The hypothesized relationships were tested using structural equation modeling via Smart-PLS software. Only coercive and normative pressures were found to have a significant and positive influence on behavioural intention. Mimetic pressures had an insignificant influence on behavioural intention. The findings of this study are useful to authorities in the higher education sector and practitioners who have been encouraging the student-centred teaching movement. This study provides further enlightenment on which social factors yield the most effects at the present moment and which social factors need greater work to yield better effects on increasing lecturers’ behavioural intentions as a whole.

本研究扩展了技术接受和使用统一理论 (UTAUT) 模型中的社会影响因素，将其划分为基于制度理论的强制性、规范性和模仿性压力。它调查了每个机构压力在影响马来西亚公立大学会计讲师使用信息和通信技术 (ICT) 增强的以学生为中心的教学方法的行为意图方面的作用。使用有目的的抽样方法，将自我报告问卷分发给马来西亚公立大学提供本科会计课程的会计讲师。这产生了 114 份可用的问卷。假设关系通过 Smart-PLS 软件使用结构方程建模进行测试。只有强制性和规范压力对行为意图有显着和积极的影响。模仿压力对行为意图的影响不显着。这项研究的结果对高等教育部门的当局和一直鼓励以学生为中心的教学运动的从业者有用。本研究为当前哪些社会因素产生最大影响以及哪些社会因素需要更多工作才能对提高讲师整体行为意图产生更好影响提供了进一步的启示。这项研究的结果对高等教育部门的当局和一直鼓励以学生为中心的教学运动的从业者有用。本研究为当前哪些社会因素产生最大影响以及哪些社会因素需要更多工作才能对提高讲师整体行为意图产生更好影响提供了进一步的启示。这项研究的结果对高等教育部门的当局和一直鼓励以学生为中心的教学运动的从业者有用。本研究为目前哪些社会因素产生最大影响以及哪些社会因素需要更多工作才能对提高讲师整体行为意图产生更好影响提供了进一步的启示。