Limited Understanding of ICT Integration Among Accounting Teachers in Umlazi District, South Africa

Strategic Insights -

Research has shown that the use of Information and Communication Technology (ICT) in teaching accounting in Umlazi District, South Africa, is hindered by accounting teachers' limited understanding of ICT integration. A recent study conducted by the University of KwaZulu-Natal found that accounting teachers possess knowledge of smartphones and often use them for teaching, but their understanding of ICT integration is limited. The study's findings suggest that the Department of Basic Education should initiate professional development programs to train teachers on practical ICT integration knowledge and skills.

Key Takeaways:

  • Accounting teachers in Umlazi District, South Africa, have a limited understanding of ICT integration, which hinders the use of ICT in teaching accounting.
  • A total of 179 accounting teachers were randomly sampled for quantitative research, and 14 were purposively selected for qualitative interviews.
  • The study found that accounting teachers are knowledgeable about smartphones and often use them for teaching, but they lack understanding of ICT integration.
  • The Department of Basic Education should initiate ICT professional development programs to train teachers on practical ICT integration knowledge and skills.
  • The study recommends that these programs should concentrate on training teachers on practical ICT integration knowledge and skills.
  • The study's insights will benefit teachers and the Department of Basic Education as they strive to incorporate ICT into their teaching methods while making a timeous contribution to the scholarship of teaching and learning to enhance sustainable digital teaching practices.
  • Nosihle Veronica Sithole, a researcher from the University of KwaZulu-Natal, co-authored the study.
  • Jabulisile Cynthia Ngwenya, a researcher from the University of KwaZulu-Natal, was also involved in the study.

Statistics:

  • 179 accounting teachers were randomly sampled for quantitative research.
  • 14 accounting teachers were purposively selected for qualitative interviews.
  • The study used a mixed-methods approach and an explanatory sequential research design to understand the research phenomenon rigorously.

Sources:

  • "Exploring Teachers' Understanding of Integration of Information and Communication Technology in Teaching Accounting in Umlazi District." Journal of Education and Learning Technology, 2025,6(6):328-340.
  • "University of KwaZulu-Natal Researchers Further Understanding of Communication Technology (Exploring Teachers' Understanding of Integration of Information and Communication Technology in Teaching Accounting in Umlazi District)." Education Letter. July 9, 2025; p 1024.