Challenges of accounting education in South African schools: A qualitative study of teachers’ competency in ICT integration and new teaching methodologies

Abstract

This research examined the integration of Information and Communication Technology (ICT) into South African high school accounting education, focusing on the iLembe District. The study, grounded in the Diffusion of Innovations and TPACK theoretical frameworks, used a qualitative descriptive method to involve 10 accounting teachers. The data gathering involved semi-structured interviews, classroom observations, and document analysis and was processed according to Braun and Clarke's thematic analysis approach. The results of the study led to four major themes: (1) the advantages of ICT use to a large extent in the areas of learner engagement and instructional delivery; (2) the case of lacking competence among teachers in the proper application of ICT tools; (3) the infrastructural barriers, among which are limited access to devices and unstable internet connection; and (4) supportive factors such as peer collaboration and support at the school level. The findings highlight professional development and resource allocation as critical areas for sustainable ICT integration. The researcher proposes an ICT-Driven Professional Development Model suitable for poorly resourced settings, including practical capacity-building strategies alongside systemic support. The discussion centres on the implications for both policy and practice, particularly regarding equal access to digital teaching tools in rural and semi-urban areas.