When teachers become learners: Challenges with the integration of critical thinking into accounting curricula

• Accounting educators generally believed they promote critical thinking in students, though most acknowledged room for improvement in their current practices. • Participants demonstrated a strong commitment to self-directed learning and continuous professional development in critical thinking pedagogy. • Lack of formal training in critical thinking instruction was identified as a major barrier to effective teaching and skill development. • Participants reported using audit simulations, case studies, and complex problems as strategies to foster critical thinking in students. Accounting educators' perceptions of their own critical thinking skills, their understanding of critical thinking and their ability to develop critical thinking in their students were investigated in the study. While critical thinking is widely acknowledged as a core goal of higher education, prior research has largely overlooked educators' self-perceptions, a vital factor in fostering students' critical thinking abilities. This study addresses this gap by examining educators' views on their competencies and pedagogical strategies for teaching critical thinking. A quantitative research design was adopted for the study. A questionnaire comprising seven statements scored on a four-point Likert scale and three open-ended questions was used. Descriptive statistics provided an overview of the self-assessed skills, while thematic analysis of open-ended responses revealed key insights. Themes included a significant demand for additional training and skills development in critical thinking pedagogies, with a focus on adult learning theories, andragogy and self-directed learning while the categories represented the responses from the participants. The thematic analysis assisted in contextualising the responses based on the identified learning needs, participants' perspectives, and the broader framework of adult education principles. This process allowed for a deeper understanding of how critical thinking pedagogies, andragogy, and self-directed learning can be effectively integrated into training programs to enhance skill development and educational outcomes. Participants emphasised the necessity of continuous professional development and specialised workshops to enhance their ability to teach critical thinking effectively. Based on the findings, it was recommended that higher education institutions and professional bodies invest in comprehensive training programmes and support mechanisms to integrate critical thinking into teaching practices with a view to nurturing a new generation of critical thinkers in the accounting profession.