Teaching and learning using 21st century educational technology in accounting education: Evidence and conceptualisation of usage behaviour

Abstract

Technologies are ubiquitous in the 21st century, and educators need to integrate relevant technologies into their teaching practices to meet stakeholders’ expectations and keep abreast with the accounting profession’s advancement. A mixed-method approach of quantitative and qualitative techniques was used in this study, with the latest version of the SPSS software (version 26) and NVivo software to analyse the data. The results depict the accounting educators’ usage efforts of 21st century educational technology tools and platforms; it is neither highly prevalent nor optimised. Future researchers could expand the investigation of 21st century educational technology by utilising the proposed constructs, model and hypotheses from this study’s qualitative findings. The study revives the stagnant educational technology literature in accounting education and explicates technology usage issues in accounting education, specifically in developing countries and the Asian region. Implications for practice or policy: Education ministries, higher education institutions, faculties, policymakers and academics should encourage educators to adopt and integrate 21st century educational technology into their practices. The integration of 21st century educational technology in teaching and learning practice should align with individual attributes, technology characteristics and organisational factors. Accounting educators must acquire technological competence through appropriate professional development and training programmes.

Using interactive learning objects in teaching accounting sciences: a case study

“…In the 21st century, the integration of appropriate technologies in education is presented as an unavoidable requirement to meet the growing demands and evolution in the field of accounting. In this context, the urgency for educators to acquire technological skills through their participation in specialized development and training programs is emphasized (Dangi et al, 2023).…”

Unlocking the power of co-collaboration: the impact of educator involvement in educational technology development

“…If teachers were not consulted about technology choices or forced to change technology's direction, they soured on its use. It is unfortunate because countries in the 21st century rely on technology to support their current way of life Dangi et al (2022). stated that the technological demands of the 21st century require teachers to integrate relevant supportive technology into the curriculum(Dangi et al, 2022).…”

“…It is unfortunate because countries in the 21st century rely on technology to support their current way of life Dangi et al (2022). stated that the technological demands of the 21st century require teachers to integrate relevant supportive technology into the curriculum(Dangi et al, 2022). The U.S. Department of Education highlighted the need to prepare students for 21st-century technology and encouraged educators to embrace technology in the classroom (Maxwell et al, 2021; Partnership for 21st Century Skills, 2010).…”