Implementing constructivist teaching to foster inclusive educational practices in accounting programmes

Abstract

The global underperformance of underrepresented students in accounting programmes is a significant concern. Existing literature identifies socialisation, identity, and literacy deficiencies as factors contributing to this disparity. In South Africa, challenges are compounded by numeracy and literacy skills gaps. Prior interventions have focused on addressing student inadequacies. However, this paper presents a novel contribution by elucidating how accounting educators can facilitate positive outcomes for underrepresented students through constructivist pedagogical principles. Twenty-one Black African chartered accountants reflected on their university experiences during their accounting studies. Insights from interviews underwent thematic analysis aligned with constructivist principles, revealing a prevailing sense of exclusion. Recommendations for promoting inclusive teaching practices include educators redefining their role as facilitators of learning, embracing diversity, fostering reflective practice, introducing tailored study techniques, and promoting peer learning and mentorship. These strategies aim to create a supportive environment nurturing student curiosity and collaboration, aiding their learning journey.