Accounting teachers' readiness for E-learning in the fourth industrial revolution: A case of selected high schools in the Eastern Cape, South Africa

Abstract

This study sought to explore Accounting teachers' readiness to implement e-learning in their classrooms during the Fourth Industrial Revolution, specifically in schools in the Eastern Cape province of South Africa. To this end, the authors employed a qualitative approach and a case study research design. Interviews and observation were used to gather data from Accounting teachers with sampling consisting of six educators being purposively and conveniently selected. The findings revealed that Accounting classrooms are not designed in a way that supports e-learning. Another finding was that Accounting teachers do not understand e-learning or the benefit associated with an e-learning classroom. The recommendation made here is that information and communication technology officials at the district level should establish educational platforms at the cluster level to service teachers, advising them on how to use helpful technologies in practice. The Department of Basic Education needs to establish relationships with local universities so that the universities' specialists might assist teachers in implementing e-learning in practice.