PEDAGOGICAL INTERPRETATION IN TEACHING GRADE 10 ACCOUNTING USING ADVANCED TECHNOLOGY: SOUTH AFRICAN PERSPECTIVE

The qualitative study investigated the integration of technology in teaching Grade 10 accounting, focusing on a purposive sample of 15 accounting teachers from five schools in the OR Tambo Coastal region.The research explored how educators adapted their methodologies to incorporate various technological tools, such as online platforms and interactive software, following transformations prompted by the COVID-19 pandemic.Data were collected through in-depth interviews, revealing that while many educators adopted blended learning approaches that enhanced student engagement and promoted critical thinking, they faced challenges, including inadequate training, technical difficulties, and limited access to resources.Students also encountered barriers such as disparities in technological proficiency and access to devices.The study adopted a constructivist learning theory framework, suggesting that students learn best when they actively engage with the material and build understanding through experiences.To address these challenges, the study recommended ongoing professional development programs tailored for accounting teachers, prioritizing resource allocation for technology access, and establishing collaborative learning communities among educators.Additionally, training programs for students were developed to enhance their technological skills.Updating the curriculum to emphasize digital literacy and creating robust support systems for technical issues was essential.The study concluded that while technology integration offered significant benefits for educational outcomes in accounting, it revealed challenges requiring comprehensive training programs and strategic investments in resources.Future research should explore the long-term impacts of technology integration on student performance and identify best practices for teacher professional development.