DIGITAL SKILLS REQUIRED BY BUSINESS EDUCATION LECTURERS FOR TEACHING ACCOUNTING EDUCATION COURSES IN TERTIARY INSTITUTIONS IN EBONYI STATE
ABSTRACT
This research project focuses on the digital skills required by business education lecturers for teaching accounting education courses in tertiary institutions in Ebonyi State. The study aims to identify the specific digital competencies and skills that business education lecturers need to effectively teach accounting education courses in the context of a rapidly evolving digital landscape.
A mixed-methods research design will be employed, combining surveys and interviews. The research objectives include assessing the current level of digital skills among business education lecturers, identifying the digital competencies required for teaching accounting education courses, exploring the challenges and barriers faced by lecturers in acquiring and using digital skills, and proposing strategies to enhance lecturers’ digital skills for teaching accounting education courses.
The findings of this research project will contribute to the existing body of knowledge by providing insights into the digital skills required by business education lecturers for teaching accounting education courses. The research will assess the current level of digital skills among lecturers, including their familiarity with accounting software, digital teaching tools, data analysis tools, and online learning platforms. Additionally, the research will identify the specific digital competencies and skills that are essential for teaching accounting education courses, such as data visualization, spreadsheet analysis, financial modeling, and online collaboration. Furthermore, the research will explore the challenges and barriers faced by lecturers in acquiring and using digital skills, including limited access to technology, inadequate training opportunities, and resistance to change. The research will propose strategies and recommendations to enhance lecturers’ digital skills, such as professional development programs, collaborative initiatives, and integration of digital skills training into business education curricula.
The implications of this research extend to business education lecturers, students, tertiary institutions, and policymakers in Ebonyi State. The findings will inform lecturers about the digital skills required for teaching accounting education courses, enabling them to update their skills and incorporate technology in their instructional practices. Students can benefit from the research findings by experiencing innovative and technology-driven learning experiences that prepare them for the digital demands of the accounting profession. Tertiary institutions can utilize the research findings to develop strategies and support mechanisms that enhance lecturers’ digital skills, promoting effective teaching and learning in accounting education. Policymakers can consider the implications of the research when formulating policies and allocating resources to promote the integration of digital skills in business education curricula, ensuring the competitiveness and relevance of graduates in the digital era.
In conclusion, this research project explores the digital skills required by business education lecturers for teaching accounting education courses in tertiary institutions in Ebonyi State. By equipping lecturers with the necessary digital competencies, stakeholders can enhance the quality of accounting education and prepare students for the digital demands of the profession
DIGITAL SKILLS REQUIRED BY BUSINESS EDUCATION LECTURERS FOR TEACHING ACCOUNTING EDUCATION COURSES IN TERTIARY INSTITUTIONS IN EBONYI STATE, GET MORE PHD DISSERTATION BUSINESS EDUCATION MATERIALS HERE.