Integrating ICT in Accounting Education for the Fourth Industrial Revolution: A Case Study of South African Secondary Schools

Mlindeni Celinhlalo  Siyaya; OLUWATOYIN AJANI

Authors

Mlindeni Celinhlalo Siyaya Department of Basic Education, KwaZulu-Natal
OLUWATOYIN AJANI Curriculum Studies/Education Studies, University of KwaZulu-Natal, Durban

Keywords:

ICT Integration; Accounting Education; Fourth Industrial Revolution (4IR); Teacher Professional Development; South African Secondary Schools; Digital Pedagogy

Abstract

This study investigates the integration of Information and Communication Technology (ICT) in teaching accounting within South African secondary schools, with a specific focus on the ILembe District. In the context of the Fourth Industrial Revolution (4IR), ICT adoption in education is increasingly vital for equipping learners with digital competencies and enhancing pedagogical effectiveness. Using a qualitative research design, the study explores accounting teachers’ experiences, challenges, and strategies in adopting ICT tools for instructional delivery. Data were collected through semi-structured interviews with ten accounting teachers and analysed thematically. Findings reveal that while teachers acknowledge the transformative potential of ICT in improving learner engagement and performance, several barriers hinder effective integration. These include inadequate infrastructure, limited access to devices, insufficient professional development, and resistance to change. Conversely, enablers such as teacher motivation, departmental support, and learner interest contribute positively to ICT adoption. The study highlights the need for targeted professional development, equitable resource distribution, and policy alignment to bridge the digital divide between urban and rural schools. It proposes an ICT-Driven Teachers’ Professional Development Model (ICT-DTPM) to guide future interventions. The findings contribute to the discourse on ICT in education and offer practical insights for policymakers, educators, and stakeholders aiming to align accounting education with 4IR demands.

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