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Cited by 11Technology Adoption and User BehaviourAccounting Education and CareersTechnology-Enhanced Education Studies

21st Century Educational Technology Adoption in Accounting Education: Does Institutional Support Moderates Accounting Educators Acceptance Behaviour and Conscientiousness Trait towards Behavioural Intention?

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Mat Dangi, Mohamad Ridhuan, Mohamed Saat, Maisarah·2021·International Journal of Academic Research in Business and Social Sciences
DOI 10.6007/ijarbss/v11-i1/8288
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Abstract

This study examines the interaction effects of institutional support between the educators' conscientiousness traits and acceptance behaviour towards their behavioural intention to adopt educational technology.Simple random sampling and questionnaire survey methods were used on university educators from several public universities in Malaysia, offering bachelor's degree programmes in accounting.Data were analysed using structural equation modelling to achieve the study's objectives.This study found that perceived usefulness, attitudes, and conscientiousness are significant, suggesting their important role as predictors of educational technology adoption among accounting educators.Meanwhile, institutional support is able to moderate the acceptance behaviour of accounting educators in the matter of usefulness, ease of use, and attitudes towards the behavioural intention to use educational technology; however, it has no interaction effect on conscientiousness.This study provides valuable insights into understanding the factors influencing accounting educators' intention to integrate technology in the teaching and learning activities of the 21 st century environment.

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  • Faculty tend to accept and adopt technology if the institution they work at supports the technology and trains them on it.

    “Faculty tend to accept and adopt technology if the institution they work at supports the technology and trains them on it (Dangi & Saat, 2021).”

    From Into the Unknown: AI Adoption and Job Satisfaction of Christian Faculty (2026) · cites this paper as Dangi & Saat, 2021

    In “Indirect Effects on ACPU, ACPEU, and ACAU” (page unavailable), the paper identifies training as a form of institutional support and reports that higher support can increase accounting educators’ intention to adopt educational technology. The claim extends that finding to faculty generally and to actual acceptance and adoption, whereas the study reports intentions; it also notes that support does not significantly increase intention when educators consider a technology impractical. (LLM, conf=0.84)

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Cited by

Sorted by citations

Authors
Mat Dangi, M. R., & Mohamed Saat, M.
Venue
International Journal of Academic Research in Business and Social Sciences
Publisher
Human Resources Management Academic Research Society (HRMARS)
Published
2021-01-20
Volume
11
Issue
1
ISSN
2222-6990 (ISSN-L)
DOI
10.6007/ijarbss/v11-i1/8288
OpenAlex
W3113655515
Cited by
11
References
4
Citations by year
2026: 1 · 2025: 2 · 2024: 2 · 2023: 4 · 2022: 2
FWCI
1.71
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
International Journal of Academic Research in Business and Social Sciences (publishedVersion, cc-by)
Topics
  • Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
  • Social Sciences › Business, Management and Accounting › Accounting › Accounting Education and Careers
  • Social Sciences › Education › Technology-Enhanced Education Studies
Keywords
educational technology adoption, accounting teachers, institutional support, technology acceptance, behavioral intention, perceived usefulness, perceived ease of use, attitudes toward technology, accounting education, moderating effect

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