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In this digital era, adopting Information and Communication Technology (ICT) for teaching and learning is essential in producing graduates who are life-long learners. University teachers should adopt student-centred approaches while engaging ICT in their pedagogies to be relevant in the 21st century. The purpose of the study was to explore how Accounting Education university teachers engaged in ICT-enhanced approaches to drive student-centred learning. Drawing on the conceptual framework designed by the selected university Teaching and Learning Directorate, Blended Learning for Student-centredness (BL4SC), a qualitative research design was adopted to explore how lecturers engaged ICT in their pedagogy to drive student-centred learning. Self-determination theory was employed to understand how Accounting Education students experienced the ICT approaches. In-depth interviews and semi-structured interviews (17 Accounting level three students and 4 Accounting university teachers) were conducted, and the data was analysed according to emergent themes. The findings revealed evidence of the need to increase the availability of course materials and resources online, reducing geographic barriers to education and the need to improve student engagement and participation in learning activities facilitated by ICT tools. Inadequate infrastructure, limited internet connectivity, technological literacy among students, and faculty readiness are the barriers to ICT-enhanced teaching approaches and therefore reduce opportunities for student-centred learning. The study recommends improving technological infrastructure to support the effective integration of ICT-enhanced teaching, continuous training, and support for both university teachers and students to enhance their proficiency in using ICT tools for student-centred learning to be foregrounded. |
