{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,3]],"date-time":"2026-02-03T18:54:18Z","timestamp":1770144858179,"version":"3.49.0"},"reference-count":40,"publisher":"MDPI AG","issue":"9","license":[{"start":{"date-parts":[[2025,9,19]],"date-time":"2025-09-19T00:00:00Z","timestamp":1758240000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Computers"],"abstract":"<jats:p>This empirical paper explores South African preservice accounting teachers\u2019 perceptions of ICT integration in secondary schools\u2019 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.<\/jats:p>","DOI":"10.3390\/computers14090398","type":"journal-article","created":{"date-parts":[[2025,9,19]],"date-time":"2025-09-19T08:11:01Z","timestamp":1758269461000},"page":"398","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Integration of Information and Communication Technology in Curriculum Practices: The Case of Preservice Accounting Teachers"],"prefix":"10.3390","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1892-7851","authenticated-orcid":false,"given":"Lineo","family":"Mphatsoane-Sesoane","sequence":"first","affiliation":[{"name":"SANRAL Chair in Science, Mathematics and Technology Education, Office of the Dean, University of the Free State, Bloemfontein 9301, South Africa"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6871-6820","authenticated-orcid":false,"given":"Loyiso Currell","family":"Jita","sequence":"additional","affiliation":[{"name":"SANRAL Chair in Science, Mathematics and Technology Education, Office of the Dean, University of the Free State, Bloemfontein 9301, South Africa"}]},{"given":"Molaodi","family":"Tshelane","sequence":"additional","affiliation":[{"name":"Department of Curriculum and Instructional Studies, College of Teacher Education, College of Education, University of South Africa, Pretoria 0002, South Africa"}]}],"member":"1968","published-online":{"date-parts":[[2025,9,19]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"43","DOI":"10.18820\/2519593X\/pie.v38i1.4","article-title":"Accounting teachers\u2019 readiness for e-learning in the Fourth Industrial Revolution: A case of selected high schools in the Eastern Cape, South Africa","volume":"38","author":"Skhephe","year":"2020","journal-title":"Perspect. 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