Evolving Educational Paradigms: Soft Skills Integration in South African Accounting Programs

Description

DOI: https://doi.org/10.5281/zenodo.18184725

Wanjau Dolly Nyaguthii¹ and Vusani Moyo² (Department of Management Accounting, College of Accounting Sciences, University of South Africa (UNISA), Pretoria, South Africa¹ and Department of Accountancy, University of Venda, Thohoyandou, South Africa²)

Given that integrating soft skills assessments into accounting curricula is crucial for preparing professionals for the Fourth Industrial Revolution (4IR) challenges. This study contributes to the literature by exploring the development and assessment of soft skills within the South African Institute of Chartered Accountants (SAICA)-Accredited programmes in South African Higher Education Institutions (HEIs). In doing so, the study offers insights into the evolving landscape of education and its alignment with the demands of the 4IR. Through a rigorous, non-systematic qualitative research approach that ensures validity and reliability, this study revised a sample of 14 carefully selected peer-reviewed journal articles to investigate methods used by SAICA-accredited programmes to assess soft skills. The study found that studies examining soft skills in the context of the 4IR commonly lack detailed insights into soft skills assessment methods in SAICA-accredited accounting programs. This necessitates future studies to be explicit on the methods used to assess soft skills to benefit academics. Drawing from knowledge gaps identified in the literature, and personal experiences of teaching on accountancy modules in HEIs within South Africa, the researchers, proposes assessment adaptations and actions, including contextual alignment, assessment design, validity and reliability, feedback and development, ethical considerations, and continuous improvement.