Reimagining accounting education in rural South African schools: Collaborative pedagogy for inclusive learning and analytical skill development.

Abstract

The persistent use of teacher-centered methods in under-resourced rural South African schools creates a significant barrier to equitable participation and the development of higher-order analytical skills in accounting education, particularly for learners from diverse linguistic and socioeconomic backgrounds. This qualitative study, grounded in an interpretive paradigm, explored how collaborative learning strategies can foster inclusive learning environments and enhance the development of analytical skills among Grade 10 learners in three rural secondary schools in the uMgungundlovu district, KwaZulu-Natal, South Africa. Using a participatory research design, the study involved 30 learners and three teachers in collaborative pedagogical interventions. Data were collected through classroom observations, semi-structured interviews, and focus group discussions, and analysed using reflexive thematic analysis. The findings revealed that structured collaboration not only improved learners’ analytical reasoning and problem-solving skills but also created a more inclusive classroom by redistributing participation, enabling peer scaffolding, and reducing language barriers. These findings suggest that integrating inclusive, collaborative pedagogies into accounting education can foster more equitable and engaging learning environments in post-colonial educational settings.