Academic teachers play a crucial role in developing the course work in accounting since they ensure that students of accounting programs are ready to meet the demands of the workforce. This study explores a model that demonstrates the influence of systemic forces on the instruction of the blockchain technology in the field of accounting training in Malaysia. This involves the methods of instruction, course content, including the skill of the instructors. The article focuses only on information collected through library research to highlight the interaction between organizational forces, including forceful, symbolic, as well as prescriptive pressures, and how these impacts the atmosphere for learning as well as the widespread implementation of blockchain technology. This approach offers an entire structure that may be used as a guide to improve accounting curriculum by incorporating upcoming technologies such as blockchain.