Adoption of Seleke model of Information and Communication Technology Integration through Moodle Learning Management Systems a Case of One Comprehensive University in South Africa

The research examines how the Seleke model of Information and Communication Technology (ICT) integration through Moodle Learning Management System (LMS) affects accounting education within a complete South African university. The research aims to improve teaching methods by creating more practical and accessible accounting education that matches the requirements of 21st-century skills. The research uses the Technology Acceptance Model (TAM) to study how Moodle’s perceived usefulness and ease of adoption affect both accounting educators and student teachers. The research employed a quantitative approach to study third- and fourth-year student teachers (N=426) within the Faculty of Education. The online questionnaire reached 146 participants through Google Forms. The data were analyzed using Stata version 18. The research shows that Moodle LMS usage and student interest in accounting content exist at a moderate level. The main obstacles to effective ICT integration are inadequate suitable devices and unreliable internet connections. The Seleke model shows promising potential for educational delivery through its ability to enhance student access to learning materials and assignments and interactive communication tools. The research suggests that institutions should invest in digital infrastructure and support systems to achieve maximum educational benefits from ICT. The research adds value to the field through its contextualized framework for ICT adoption in accounting education and its identification of structural barriers in higher education settings. The research delivers useful information to curriculum planners and policymakers, and teacher educators who aim to improve ICT-based pedagogy in South African universities. Keywords: ICT Integration, Seleke Model, Accounting Education, Moodle LMS