Integration of Information and Communication Technology in Curriculum Practices: The Case of Preservice Accounting Teachers

Abstract

This empirical paper explores South African preservice accounting teachers’ perceptions of ICT integration in secondary schools’ accounting curriculum practices. Since 2020, curriculum practices have been characterised by disruptions to traditional teaching and learning methods, including those brought on by the COVID-19 pandemic. Curriculum practices in accounting were not unnoticed. These sparked discussions about pedagogical changes, academic continuity, and the future of accounting curriculum practices. The theoretical framework used to guide the research process is connectivism. The theory is about forming connections between people and technology and teaching and learning in a connectivist learning environment. Connectivism promotes a lifelong learning perspective by training teachers and students to adapt to a fast-changing environment. An interpretive paradigm underpins this qualitative research paper. The data were collected from semi-structured interviews with five preservice accounting teachers about how they navigated pedagogy while switching to digital curriculum practices. Thematic analysis was used. The findings revealed that preservice accounting teachers faced challenges in ICT integration during school-based training, including limited resources, inadequate infrastructure, and insufficient hands-on training. While ICT tools enhanced learner engagement, barriers such as low digital skills and a lack of technical support hindered effective use. Participants highlighted a disconnect between theoretical training and classroom practice, prompting self-directed learning to bridge skill gaps. The study underscores the need for teacher education programs to provide practical, immersive ICT training to equip future educators for technology-driven classrooms.

1. Introduction

Accounting teachers’ readiness to incorporate Information and Communication Technology (ICT) in education is more significant now than ever. Ref. [1] stated that in the modern era, where technology has a universal impact on every aspect of life, e-learning in the classroom provides an unwavering substitute for traditional methods of instruction, especially in developed nations, where it is quickly taking over as the standard approach to teaching and learning in educational institutions. Ref. [2] added that technology impacts every area of our lives, completely changing how we believe and approach teaching and learning.

In accounting classrooms, ICT has been recognised as a crucial component and a creative means of delivering quality education through web-based collaboration, communication, multimedia, knowledge transfer, and training to enable active learning without being constrained by time or location [3]. Ref. [4] mentioned that a crucial component of any teacher preparation course is providing preservice teachers with the knowledge and skills to integrate technology. One of the qualifications for hiring new teachers is their ability to use ICT in teaching and learning [5]. Ref. [6] shows concern that the demands of the media-savvy generation of learners, whose perspective is different from that of learners in the past, are not being met by the traditional method of writing on chalkboards. It can be assumed that preservice accounting teachers who have mastered ICT integration can introduce students to the technological know-how that employers in the twenty-first century require, either in their teaching practice or when they start their careers as teachers.

Preservice teacher training is one area where ICT integration has become a central theme in today’s pedagogical debate. The swift progression of technology has demanded a paradigm change in approaches to teaching and learning, with a growing focus on preparing upcoming teachers to integrate digital resources into their curriculum. This is particularly true in accounting education, where software and digital platforms intended to accelerate the above processes have replaced the conventional emphasis on manual computations and record-keeping [7].

Various studies have emphasised incorporating ICT into teacher preparation courses [8,9,10,11,12]. In their study, ref. [13] examined how ICT (Information and Communication Technology) affects pedagogical effectiveness in preservice teacher education. The study addressed the issue of insufficient ICT training in teacher education programs, emphasising that many preservice teachers enter the classroom without the necessary skills to integrate digital tools into their teaching. Their findings revealed that preservice teachers who received structured ICT training demonstrated greater confidence in using technology. However, the study also highlighted that many teacher training institutions fail to provide practical exposure, leading to a gap between theoretical knowledge and practical implementation. The researcher argued that ICT integration in teacher education should go beyond theory and include real-world applications where preservice teachers actively use digital tools in lesson planning and classroom instruction. Similarly, ref. [14] explored ICT integration in teacher education, focusing on the institutional barriers that hinder effective implementation. The study identified a lack of institutional support, including limited technological resources, inadequate funding, and insufficient educator professional development. The findings revealed that even when teachers were willing to incorporate ICT into their teaching, systemic obstacles such as outdated infrastructure and a lack of technical support limited their ability. The study argued that successful ICT integration requires a comprehensive institutional approach, with sufficient funding, regular teacher training, and strong policy frameworks to ensure sustainability. Ref. [15] examined how ICT affects teaching methodologies and teacher attitudes in preservice education. Their study focused on the gap between teachers’ willingness to use ICT and their ability to integrate it effectively. They found that teachers who received structured ICT training as part of their coursework displayed increased confidence in using digital tools.

Additionally, those with prior exposure to technology outside formal education were more likely to integrate ICT into their teaching. The researchers argued that teacher education programs should include ICT literacy courses as a core component. They recommended hands-on workshops, peer learning, and mentorship programs to bridge the gap between theory and practice.

Another study worth mentioning was conducted by [16], which investigated the impact of ICT on student engagement in preservice teacher education. Their study addressed the issue of student disengagement in teacher training programs and how ICT could be used to enhance learning experiences. The findings showed that ICT tools such as interactive simulations, online discussion forums, and digital assessments significantly improved student engagement. Additionally, preservice teachers who utilised ICT in their lessons were more likely to incorporate innovative teaching strategies in their future classrooms. The researchers argued that ICT should be embedded throughout teacher training programs rather than limited to isolated courses. They recommended blended learning models that combine face-to-face instruction with digital platforms to enhance student participation and learning outcomes. Similarly, ref. [17] studied the digital divide in teacher education, focusing on how socioeconomic factors influence access to ICT. Their research highlighted the issue of unequal access to digital tools among preservice teachers, particularly those from disadvantaged backgrounds. The findings revealed that students from higher-income backgrounds had greater access to ICT and were more proficient in using digital tools.

In contrast, those from lower-income backgrounds faced significant challenges due to financial constraints and limited Internet access. The researchers argued that bridging the digital divide in teacher education requires targeted interventions, such as subsidised digital resources and specialised training programs for teachers in underprivileged areas. Without these measures, they warned, disparities in ICT access would continue to widen, exacerbating educational inequalities.

The studies mentioned above highlight the significance of ICT in teacher education, primarily focusing on institutional barriers, digital access inequalities, and general pedagogical integration, with limited attention to subject-specific readiness. Despite the growing digitisation of accounting education, a knowledge gap persists regarding preservice accounting teachers’ perceptions of their readiness for integrating ICT into their curriculum practices. Although previous studies have looked closely at ICT integration in general teacher education settings, pointing out pedagogical difficulties [15], institutional barriers [14], and digital access disparities [17], discipline-specific preparedness has mostly been overlooked. Accounting relies on specialised software and digital platforms, so it requires specific ICT skills that are different from those needed for other subjects. This study tackles this underdeveloped area by investigating preservice accounting teachers’ assessments of their ICT readiness. It advances a more comprehensive perspective on how teacher education programs meet the technical requirements for current accounting instruction.

The qualitative study intends to explore the following research questions:

RQ1: What challenges and opportunities do preservice accounting teachers encounter when integrating ICT into their teaching practices during school-based training?

RQ2: How do preservice accounting teachers critically evaluate the effectiveness of ICT tools in enhancing their pedagogical approaches for accounting instruction?

RQ3: In what ways do preservice accounting teachers perceive their teacher training program as preparing them to integrate ICT effectively in accounting curriculum practices?

This paper is arranged as follows: theoretical framework, methodology, findings and discussions, and conclusion.

2. Theoretical Framework

The theoretical framework for this study is connectivism, a theory developed by George Siemens and Stephen Downes to address the learning processes of the digital age. Connectivism challenges traditional learning theories such as constructivism, cognitivism, and behaviourism by emphasising networked social learning [18]. According to [19], learning is a process of creating and navigating networks of connections, as knowledge is distributed across these networks. This perspective aligns with the evolving nature of society, where technology enhances interconnectivity and complexity on both global and social levels. Connectivism underscores the importance of diverse perspectives, as knowledge is constructed through interactions within a web of digital and human connections.

This theory is relevant to this study since it provides a framework for understanding how preservice teachers engage with ICT and integrate digital tools into their teaching practices. In a networked world where learning is about establishing, navigating, and maintaining connections [20], the role of technology in education is crucial. Ref. [20] argues that in the digital age, the ability to acquire and apply information from networked sources is more important than simply possessing knowledge. This notion is particularly significant for preservice accounting teachers, who must develop technical ICT skills and engage with various digital resources meaningfully [21].

Connectivism addresses the main problem of this study by offering insights into how preservice accounting teachers can effectively integrate ICT into their teaching. Given the growing importance of digital tools in accounting for data analysis, financial reporting, and decision making, preservice teachers must become proficient in using these technologies to enhance their instructional methods. Ref. [22] highlight the necessity of ICT integration in teacher education to equip future teachers with the skills to navigate an increasingly digitalised profession. Additionally, the theory supports lifelong learning, adaptability, and the continuous pursuit of new knowledge, all essential for preservice teachers as they encounter evolving educational technologies [23].

Moreover, connectivism emphasises collaboration and networking among learners and teachers facilitated by ICT. In a connectivist learning environment, preservice teachers are encouraged to form professional networks with peers, mentors, and experts to exchange resources, ideas, and best practices [24]. This collaborative approach is particularly valuable in accounting education, where complex concepts such as bank reconciliations and financial statement analysis benefit from shared experiences and discussions. By leveraging ICT for networking and knowledge sharing, preservice teachers can enhance their pedagogical effectiveness.

This study employs connectivism as its guiding theoretical framework to explore how South African preservice accounting teachers perceive and implement ICT integration in their teaching practices. The framework allows for examining the relationships between digital resources, pedagogical knowledge, and classroom application. Ultimately, the study aims to contribute to the discourse on ICT integration in accounting education, fostering improved teaching and learning practices in this critical discipline.

3. Methodology

The qualitative research methodology used in this study is an excellent fit for delving into individuals’ complex and varied experiences in educational environments. Qualitative research makes an in-depth understanding of participants’ viewpoints, actions, and operating environment possible [25]. Ref. [26] stipulates that this made it easier for researchers to describe and analyse participant perceptions of their readiness to incorporate ICTs into their teaching methods. Additionally, using a qualitative research approach, the researchers could fully comprehend how participants perceived the phenomena they were investigating based on their lived experiences [27]. The interpretive paradigm, which is founded on the assumptions that reality is socially created and that individual experiences and interpretations are crucial to comprehending phenomena, serves as the basis for the study [28]. This paradigm is suitable for the study since it aims to understand how preservice accounting teachers use ICT in their curriculum practices and how they perceive and manage it.

Five preservice accounting teachers enrolled in a South African university’s teacher education program served as the study participants. Participants were selected through purposive sampling, a method commonly used in qualitative research to identify individuals with rich and relevant experience with the phenomenon under investigation [29]. The inclusion criteria ensured that participants were in their final year of study (4th Year), majoring in accounting, enrolled in a four-year Bachelor of Education program, and had completed work-integrated learning (WIL) or school-based teaching practice. These criteria were applied to select participants who had direct experience integrating ICT into accounting curriculum practices and were best situated to provide in-depth insights into the research questions. To protect confidentiality, individual demographic details were withheld; however, aggregated data are provided to enhance contextual understanding. The group included three females and two males, aged between 21 and 24 years, with placements in urban and peri-urban secondary schools. This diversity in gender, age, and placement context offers a richer lens through which to interpret the findings, while upholding ethical standards. Although the sample size was limited to five participants, it was adequate for this exploratory qualitative study to generate rich, context-specific understandings rather than statistical generalisations. This approach aligns with the interpretive paradigm underpinning the study, which values depth of meaning over breadth of representation [28], and it prioritises depth of insight into ICT integration in accounting education over broad representativeness. The study focused on obtaining nuanced viewpoints within a defined scope, allowing for a detailed examination of participant experiences rather than empirical generalisation.

Data collection and analysis resulted in data saturation, which was thoroughly evaluated. After the fifth interview, thematic saturation was identified, which is the point at which no new codes or themes emerged. Iterative coding, repeated interaction with the data, and peer debriefing were used to verify this. The last interview’s lack of fresh themes or ideas suggested that the variety of viewpoints required to answer the research questions had been adequately represented. This approach is consistent with the guidance provided by [30], who argue that saturation can often be reached with a small number of interviews in studies with a narrow scope and homogenous participant characteristics. Nonetheless, we acknowledge the exploratory nature of this study and recommend broader participant engagement in future research to validate further and extend these findings. All the participants were identified by pseudonyms in this study.

Table 1. Participant profiles.

Participants Pseudonym	Year of Study	Major Subject	Program Enrolled	Teaching Practice Experience	ICT Integration Readiness	Eligibility Criteria
S1	4th Year	Accounting	Bachelor of Education (B.Ed.)	Completed Work-Integrated Learning (WIL)	Intermediate proficiency in ICT	Demonstrated ability to integrate ICT during lesson delivery
S2	4th Year	Accounting	Bachelor of Education (B.Ed.)	Completed Work-Integrated Learning (WIL)	Advanced ICT proficiency	Developed and implemented ICT-based instructional materials
S3	4th Year	Accounting	Bachelor of Education (B.Ed.)	Completed Work-Integrated Learning (WIL)	Beginner-level ICT skills	Expressed challenges in adopting ICT for curriculum implementation
S4	4th Year	Accounting	Bachelor of Education (B.Ed.)	Completed Work-Integrated Learning (WIL)	Intermediate proficiency in ICT	Participated in school-led ICT initiatives during teaching practice
S5	4th Year	Accounting	Bachelor of Education (B.Ed.)	Completed Work-Integrated Learning (WIL)	Advanced ICT proficiency	Led peer workshops on ICT integration for subject-specific teaching

presents the profiles of the study participants.

Data were collected through semi-structured interviews. While guaranteeing that critical issues about the research questions were covered, the semi-structured interviews allowed freedom to examine the participants’ experiences with ICT integration. Semi-structured interviews were guided by a protocol that comprised open-ended questions on participants’ experiences with ICT tools, observed challenges during school-based training, and reflections on the effectiveness of digital practices in accounting instruction. The interview guide was designed to provoke detailed, context-rich responses while allowing flexibility for follow-up questions. A summary of the interview guide is provided in Appendix A.

All interviews were conducted face-to-face in a quiet, private room to ensure a comfortable and distraction-free atmosphere. Each session lasted between 30 and 45 min, depending on the depth of participant responses. One interview session was held per participant. The same researcher, the first author, a PhD candidate with prior training in qualitative interviewing, conducted all five interviews. She had no supervisory or instructional relationship with any participant, minimising the likelihood of social desirability bias or power imbalances during data collection. Following each interview, the researcher transcribed the recordings verbatim and conducted an initial thematic analysis. Within a few weeks, member checking was conducted via email: each participant received their full transcript and a summary of the emerging interpretations. Three participants suggested minor wording clarifications, which were incorporated; none disputed the interpretations. This process helped ensure that participants’ perspectives were authentically represented and enhanced the credibility of the findings.

Multiple quality assurance strategies were employed to strengthen the study’s trustworthiness further. Data triangulation was achieved by comparing participants’ responses to identify recurring patterns and inconsistencies across cases. Peer debriefing involved fellow researchers reviewing the data collection and thematic analysis processes to ensure analytical rigour and reduce potential researcher bias. Additionally, to document key research decisions, an audit trail was maintained, providing transparency and reinforcing the dependability of the findings.

Ethical considerations were carefully observed throughout the study. Institutional ethical clearance was obtained before data collection commenced, ensuring compliance with research ethics guidelines. Participants provided informed consent, acknowledging their voluntary participation and the right to withdraw at any stage. Confidentiality and anonymity were maintained using pseudonyms and by securely storing data to prevent unauthorised access.

Data were analysed thematically using Braun and Clarke’s (2006) six-phase approach, which involved familiarising the data, initial coding, identifying themes, refining themes, defining themes, and producing the final report. This systematic approach ensured that the data were thoroughly examined and accurately interpreted in alignment with the study’s objectives.

Using an inductive technique, thematic analysis was carried out, allowing themes to develop naturally from the data instead of predetermined by pre-existing theories. After getting familiar with the interview transcripts, initial codes were created based on recurring concepts and statements. The final themes were derived from grouping these codes into broader categories.

Member checking was conducted, allowing the participants to review and verify the accuracy of transcribed interviews and interpretations to enhance the validity and credibility of the study. This process ensured that their perspectives were authentically represented.

Data saturation was considered during the process of data collection and analysis. Thematic saturation, which is defined as the point at which no new codes or themes emerge from the data, was observed after the fifth interview, indicating that the variety of perspectives necessary for addressing the research questions had been adequately captured [31]. This was confirmed through repeated data involvement, iterative coding, and peer debriefing, which supported the conclusion that additional interviews were unlikely to yield substantively new information. Nonetheless, we acknowledge the exploratory nature of this study and recommend broader participant engagement in future research for further authentication.

4. Findings and Discussions

In this section, we will present and discuss the findings from the data from five preservice accounting teachers’ semi-structured interviews regarding their perspectives and experiences using ICT in accounting curriculum practices. For ethical purposes, we use S1, S2, S3, S4, and S5 to refer to the participants. The three main themes we agreed to reflect on are Challenges and Opportunities in ICT Integration during School-Based Training, evaluating the effectiveness of ICT tools in pedagogical approaches and perceived preparedness from teacher training programs.

4.1. Challenges and Opportunities in ICT Integration During School-Based Training

ICT integration can transform teaching and learning by enhancing instructional delivery, fostering engagement, and promoting collaborative learning. While challenges persist, ICT presents significant opportunities for innovation, personalised learning, and skill development. This theme explores preservice teachers’ challenges and opportunities during their school-based training. However, its success largely depends on the availability of resources, adequate training, and institutional support. This theme explores how challenges in ICT integration impacted preservice teachers during their school-based training.

4.1.1. Limited Resources, Infrastructure, and Emerging Opportunities

Participants highlighted the lack of access to adequate ICT resources as a significant barrier. S1 noted:

“During my teaching practice, the school only had one functional computer lab, mostly reserved for computer classes.”

This observation aligns with [32], who argues that unequal access to digital resources perpetuates educational disparities, disadvantaging teachers and learners.

S2 added:

“Sometimes, I had to rely on my mobile data because the school’s Wi-Fi was unreliable.”

This quote reflects the financial burden placed on preservice teachers to compensate for institutional shortcomings, consistent with [33] findings on resource inequity in integrating ICT in classrooms. Connectivist theory, as proposed by [20], states that access to diverse digital resources is central to effective learning networks.

Despite these challenges, participants identified opportunities where ICT enhanced their teaching experiences.

S4 indicated:

“Although resources were limited, when I had access to software like Excel, I could create interactive accounting exercises that engaged learners more effectively.”

The above reflects how even limited access to ICT can encourage innovation and improve teaching outcomes when used creatively. Without a reliable ICT infrastructure, preservice teachers struggle to form the connections necessary for knowledge construction, leaving them unable to integrate technology into their pedagogical practices.

The above illustrates how limited infrastructure disrupted participants’ ability to connect with different digital resources, a central tenet of connectivism, where learning depends on forming and maintaining knowledge networks [20]. Preservice teachers could not participate entirely in distributed knowledge systems without consistent access, undermining their ability to scaffold learners into broader digital learning networks. However, when resources were available, even in small amounts, they facilitated connectivist practices. S4, for instance, used Excel to design collaborative activities, enabling learners to co-construct understanding in a shared digital environment.

4.1.2. Inadequate Teacher Training and Opportunities for Self-Directed Learning

Many participants expressed dissatisfaction with the level of ICT training received during their teacher education programs.

S3 said:

“We were told to use ICT but never shown how to integrate it effectively into accounting lessons.”

This highlights the gap between theoretical instruction and practical application, as noted by [34], who stress that teacher training should bridge this divide.

S5 reinforced this concern:

“The training focused on showing us ICT tools, but not how to apply them effectively in a real classroom setting.”

However, some participants viewed this challenge as an opportunity for self-directed learning.

S3 explained:

“Because our training was limited, I took it upon myself to explore free online platforms, like YouTube tutorials and educational blogs, to learn how to incorporate ICT into my teaching.”

This highlights how gaps in formal training can foster independent learning and resilience among preservice teachers, which aligns with [35], who found that preservice teachers often receive fragmented ICT instruction without clear pedagogical guidance.

These findings reveal a disconnect between policy and practice in teacher education. While ICT integration is promoted at the institutional level, inadequate resources and limited hands-on training undermine its implementation. From a connectivist lens, this gap prevents preservice teachers from participating in dynamic knowledge networks, reinforcing the need for continuous professional development and immersive ICT experiences.

This mirrors a breakdown in teacher education’s role as a connector between theory and practical application. From a connectivist lens, preservice teachers lacked systematised opportunities to build and steer the networks linking digital tools, pedagogy, and practice. However, several participants responded through self-regulation, which connectivism highlights as critical in dynamic learning environments. S3′s reliance on YouTube tutorials and educational blogs validates how learners form personal learning networks (PLNs) to balance institutional gaps, engaging in self-directed exploration across distributed knowledge systems.

4.2. Evaluating the Effectiveness of ICT Tools in Pedagogical Approaches

In educational practice, ICT tools are expected to enrich pedagogy by making learning more interactive, personalised, and reflective of real-world experiences. Enhancing student engagement and barriers to effective use emerged as sub-themes. They explore how preservice teachers evaluated the effectiveness of ICT in enhancing their teaching approaches.

4.2.1. Enhancing Student Engagement

ICT tools were perceived to improve learner engagement and facilitate understanding of complex accounting concepts.

S4 indicated:

“Using accounting simulation software made it easier for learners to grasp complex concepts, like journal entries and trial balances.”

Ref. [36] support this as they indicate that interactive technology enhances conceptual clarity and learner retention. However, engagement was not universal.

S5 noted:

“While ICT made lessons more engaging, it sometimes distracted students, especially when they accessed non-educational content.”

This reflects [37] concerns about the need for digital literacy and classroom management alongside ICT adoption.

Participants emphasised ICT’s role in supporting interactive learning. S4 described how accounting simulations allowed learners to grasp abstract concepts. Such practices illustrate connectivist learning principles, such as networked interaction, where digital tools facilitate the exchange of perspectives and foster emergent understanding. At the same time, S5 signalled that unrestricted ICT access sometimes distracted learners, highlighting the need for digital self-regulation within networks. Connectivism reminds us that knowledge exists not only in individuals but also in systems; thus, teachers and learners must learn to administer their participation in digital networks effectively.

4.2.2. Barriers to Effective Use

Although ICT provided opportunities for pedagogical innovation, participants also reported challenges, such as limited student digital skills and inadequate technical support. S1 explained:

“Some students struggled with basic ICT tasks, which slowed the lesson and shifted focus away from teaching.”

This finding aligns with [32], who stresses that technology can hinder rather than enhance learning without foundational digital skills. In a connectivist learning environment, the effectiveness of ICT hinges on the ability to form and navigate learning networks. While ICT has the potential to create dynamic educational experiences, the lack of digital readiness among both teachers and learners disrupts these networks, compromising pedagogical outcomes.

These findings underscore the need for holistic ICT training that equips teachers with technical skills and classroom management strategies. As [24] suggests, effective ICT integration requires a balanced approach considering technological and pedagogical competencies.

This challenge highlights inequities in learners’ ability to navigate digital networks, which connectivism frames as a requirement for meaningful participation in knowledge systems. When learners lack the basic capability to connect with and use digital resources, their ability to co-construct knowledge within distributed networks is compromised.

4.3. Perceived Preparedness from Teacher Training Programs

Teacher education programs are pivotal in preparing preservice teachers for real-world challenges, including ICT integration. This theme explores participants’ perceptions of how well their training equipped them to use technology effectively in their teaching practices. Gaps in practical ICT training and a disconnect between theory and practice emerged as sub-themes.

4.3.1. Gaps in Practical ICT Training

Participants reported limited hands-on experience with ICT during their training.

S2 explained:

“We had theoretical training on ICT, but there was little opportunity to practice in real classroom settings.”

This finding aligns with [35], who found that teacher training often emphasises theory at the expense of practical skill development.

S3 added:

“I felt somewhat prepared, but when I faced real classroom challenges like troubleshooting software problems, I realised how underprepared I was.”

This reflects the training limitations prioritising knowledge over practical application, confirming [38] call for experiential learning in teacher education.

The lack of experiential ICT training, as described by S2 and S3, highlights a structural gap in preservice programs. Connectivism emphasises that learning occurs in genuine contexts through continuous interaction with networks of people, technology, and information. However, participants’ accounts disclose disjointed experiences that hindered their ability to translate theoretical ICT knowledge into practical pedagogical applications.

4.3.2. Disconnect Between Theory and Practice

Participants also noted a disconnect between theoretical ICT instruction and classroom realities.

S4 stated:

“We learned about innovative teaching strategies, but when I tried to implement them, the lack of resources and technical support made it almost impossible.”

One of the assumptions of connectivism is that teacher training should facilitate the formation of robust knowledge networks that connect theoretical concepts to real-world applications. Without experiential learning opportunities, preservice teachers are left navigating fragmented networks, unable to translate their theoretical understanding into practice.

S4 observed that innovative strategies learned in coursework could not be implemented due to contextual limitations. From a connectivist perspective, this indicates a failure to afford preservice teachers opportunities to strengthen their professional learning networks. Instead of steering real-world contexts where knowledge flows dynamically between tools, peers, and mentors, participants were confined to abstract, decontextualised instruction.

These findings highlight a structural gap in teacher education programs, where ICT training remains superficial and disconnected from classroom realities. Effective learning occurs when learners can navigate complex knowledge systems [39]. Thus, teacher training institutions must adopt a more integrated approach, embedding ICT practice into all elements of teacher preparation.

Across all themes, the findings highlight the complexities of ICT integration in teacher education. Challenges persist while ICT holds immense potential to transform teaching and learning, infrastructure, training, and digital readiness. From a connectivist standpoint, successful ICT integration requires access to resources and navigating digital networks effectively.

The participants’ experiences reveal that current teacher training programs fall short of equipping preservice teachers with the skills needed for effective ICT use, calling for a paradigm shift in teacher education and emphasising hands-on ICT training, continuous professional development, and equitable access to technological resources. Without these reforms, the potential of ICT to revolutionise education will remain unrealised, prolonging existing disparities while undermining educational equality and equity.

5. Conclusions, Limitations, and Recommendations

This study explored how a purposively selected group of South African preservice accounting teachers perceive and implement ICT integration in their curriculum practices. The findings highlight a disconnect between theoretical training and classroom realities, pointing to challenges related to inadequate infrastructure, limited mentorship, and uneven digital competence among teachers and learners.

Notwithstanding these constraints, the findings reflect participants’ perceptions of the potential of ICT to improve engagement and pedagogical effectiveness, particularly when supported by adequate training and resources. This perceived potential underlines significant tension between desire and feasibility. While participants recognised the transformative capacity of ICT in fostering learner engagement and improving instructional delivery, their ability to portray this potential remained contingent on contextual enablers, which include access to reliable technology and targeted professional development. The findings align with UNESCO’s 2023 Global Education Monitoring Report, which shows that over 60% of teachers worldwide lack adequate ICT training [40].

The findings of this study also highlight the relevance of connectivist learning theory in explaining the nature of ICT integration challenges experienced by preservice accounting teachers. Connectivism postulates that meaningful learning occurs through the ability to navigate and construct knowledge across varied digital networks. However, participants’ limited access to digital tools, inadequate training, and fragmented theoretical instruction disrupted the formation of such networks. As a result, preservice teachers struggled to synthesise knowledge, adapt to evolving technological environments, and engage in dynamic teaching practices. These observations denounce the study’s recommendations: aligning teacher education with connectivist principles requires immersive, practice-based ICT experiences throughout the curriculum, enabling preservice teachers to shape and sustain strong knowledge networks. Further, fostering digital collaboration among peers, mentors, and experts can support the continuous, networked learning that connectivism envisions. As highlighted by participants, addressing the disconnect between theory and practice demands that teacher training programs model authentic digital engagement to impart skills and promote the capacity to learn, unlearn, and relearn in rapidly changing educational settings.

The limitations of the study include its small, context-specific sample, which limits the generalisability of findings. While the insights from five participants offer valuable depth, they should be interpreted as exploratory rather than representative. The study does not claim to speak for all preservice accounting teachers or teacher education programs nationally. Instead, it highlights recurring themes that warrant further investigation through larger, multi-institutional studies. Accordingly, calls for systemic reform should be perceived as preliminary suggestions rather than definitive conclusions.