Author(s): Muhammad Khaliq Syafie Bin Md Don*, Nena Padilla Valdez and Lee Kok Yueh
ABSTRACT
Brunei Darussalam’s Wawasan 2035 helps a developing nation progress and remain sustainable for future generations. This study will assess the future of accounting education in local universities, particularly Brunei Darussalam. Automated, digital accounting is the future of accounting. This view leaves accounting studies vulnerable to the future as accounting education is primarily theoretical with few practical applications. Thus, this study effort seeks sustainable accounting education programs. If disregarded, accounting research will not apply to future accounting, which may raise unemployment. This study uses thematic analysis to analyze interviews due to the small number of respondents. Results match literature and interviews. Due to software shortages, accounting professors lack digital accounting skills, according to this research. Accounting education depends on instructors adapting to curriculum changes. This research may help local education steering committees change accounting education.
The accounting industry has undergone significant changes over the years, particularly in the areas of automation and digitalization. These changes have resulted in the development of digital accounting, which involves the use of technology to automate accounting tasks and improve the efficiency of accounting processes. As a result, there is a need for accounting education to evolve and adapt to the changes brought about by digital accounting. However, there is a gap in the sustainability of accounting studies in the future, particularly in developing countries like Brunei Darussalam, where accounting education is primarily based on theories with few practical applications. This research study aims to address this gap by examining the current teaching of digital accounting in accounting education in Brunei Darussalam.
The research study will focus on the accounting lecturers in Brunei Darussalam as they play a critical role in ensuring the sustainability of accounting education by adapting to the need for necessary adjustments to the current accounting curriculum. The study aims to determine the level of digital accounting literacy among accounting lecturers and identify the challenges they face in teaching digital accounting. The study also aims to explore ways to create sustainable accounting education that adds value to the current accounting education disciplines.
The findings of this research study will be significant to the steering committee of education at local universities in Brunei Darussalam as it can help them respond to change for the future of accounting education. The study will contribute to the literature on accounting education by providing insights into the current teaching of digital accounting in accounting education in Brunei Darussalam. The study will also identify areas for improvement and provide recommendations for future research in this field.
Accounting education has been a crucial aspect in the development of accounting professionals in Brunei Darussalam. However, with the advancement of technology, it is vital to explore the perceived accounting education and digital accounting literacy in local universities. This literature review aims to examine the current state of perceived accounting education and digital accounting literacy in local universities in Brunei Darussalam. Additionally, it will explore the readiness of students towards the digital accounting work-scape.
Brunei Darussalam has been experiencing significant growth in its economic and business sector in recent years. The government is actively promoting entrepreneurship and supporting the private sector in achieving the national development goals of Brunei Vision 2035. As a result, there has been a surge in demand for qualified accounting professionals who can provide the necessary financial information to support the decision-making process of businesses. In order to meet this demand, it is crucial to ensure that accounting education in local universities is adequately preparing students for the digital era, where technology is rapidly transforming the accounting profession. This literature review aims to explore the perceived accounting education in local universities in Brunei Darussalam and identify gaps in the current teaching of digital accounting.
In Brunei Darussalam, accounting education is predominantly offered by two local universities: Universiti Brunei Darussalam (UBD) and Universiti Teknologi Brunei (UTB). The accounting programs in both universities are designed to equip students with the necessary knowledge and skills to pursue a career in the accounting profession. The curriculum of these programs covers a wide range of subjects such as financial accounting, managerial accounting, auditing, taxation, and accounting information systems. The accounting programs in both universities are accredited by professional accounting bodies such as the Association of Chartered Certified Accountants (ACCA) and the Institute of Chartered Accountants in England and Wales (ICAEW).
However, the perceived quality of accounting education in local universities in Brunei Darussalam has been a topic of discussion among students, employers, and academics. A study by Lim aimed to investigate the perceived quality of accounting education in UBD and UTB [1]. The study found that the majority of students in both universities perceived the quality of accounting education to be satisfactory. However, there were concerns about the practical relevance of the curriculum and the lack of exposure to real-world accounting practices. Furthermore, employers expressed concerns about the lack of practical skills and the need for graduates to be equipped with digital accounting skills.
In a similar study by Tan, which focused on the perceived quality of accounting education in UBD, the findings also highlighted the need for accounting education to be more practical and relevant to real-world accounting practices [2]. The study found that accounting graduates lacked the necessary practical skills and knowledge to adapt to the changing demands of the accounting profession. Employers also expressed concerns about the lack of exposure to digital accounting skills, which they perceived to be essential in the current digital era.
The accounting profession has been transformed by the rapid advancements in technology, and it is essential for accounting education to keep pace with these changes. Digital accounting refers to the use of technology in accounting processes, such as cloud-based accounting software, data analytics, and artificial intelligence. The teaching of digital accounting is crucial in preparing accounting graduates for the changing demands of the accounting profession.
In a study by Chuah et al, which aimed to explore the integration of cloud-based accounting software in accounting education, the findings highlighted the benefits of using cloud-based accounting software in enhancing students’ learning experience [3]. The study found that students who were exposed to cloud-based accounting software had a better understanding of accounting concepts and were more engaged in the learning process. Furthermore, the study found that cloud-based accounting software enhanced students’ practical skills and prepared them for the real-world accounting practices.
Another study by Goo et al, aimed to investigate the teaching of data analytics in accounting education [4]. The findings of the study highlighted the importance of teaching data analytics in accounting education, as it provides students with the necessary skills to analyze and interpret financial data. The study found that students who were exposed to data analytics had a better understanding of financial data and were more equipped to handle real-world accounting problems. The study also found that the integration of data analytics in accounting education enhances students’ critical thinking and problem-solving skills.
However, despite the benefits of teaching digital accounting in accounting education, the teaching of digital accounting in local universities in Brunei Darussalam is still limited. In a study by Ting which aimed to investigate the integration of digital accounting in accounting education in UBD, the findings highlighted the limited integration of digital accounting in the accounting curriculum [5]. The study found that there was a lack of exposure to digital accounting skills, and students were not adequately prepared for the digital era of the accounting profession. The study also found that the lack of exposure to digital accounting skills could impact graduates’ employability, as employers require graduates to be equipped with digital accounting skills.
To sum up, accounting education in local universities in Brunei Darussalam is perceived to be satisfactory, but there are concerns about the practical relevance of the curriculum and the lack of exposure to real-world accounting practices. The integration of digital accounting in accounting education is crucial in preparing accounting graduates for the changing demands of the accounting profession. However, the teaching of digital accounting in local universities in Brunei Darussalam is still limited. There is a need for local universities in Brunei Darussalam to enhance the teaching of digital accounting to ensure that accounting graduates are adequately prepared for the digital era of the accounting profession. It is recommended that local universities in Brunei Darussalam should integrate cloud-based accounting software and data analytics in the accounting curriculum to enhance students’ practical skills and prepare them for the real-world accounting practices. Furthermore, accounting education in local universities in Brunei Darussalam should also focus on providing students with exposure to digital accounting skills to ensure that graduates are employable in the current digital era of the accounting profession.
Digital accounting literacy is a critical area of expertise required by accounting professionals. The rise of technology has revolutionized the accounting profession, making digital literacy essential for accounting professionals. As a result, universities and colleges have adapted to this change by offering digital accounting courses to prepare students for the workforce. This literature review aims to provide an overview of current teaching in digital accounting education.
Digital accounting literacy is the ability to understand, interpret and analyze financial data using digital tools and technologies. It requires knowledge of software and hardware applications, digital technologies, and accounting principles. According to Kuhlmann and Kromrey digital accounting literacy involves the skills and knowledge necessary for accountants to use technology to process, analyze, and report financial data [6].
Universities and colleges have incorporated digital accounting courses in their accounting curriculum to prepare students for the digital world. Digital accounting education aims to provide students with the skills and knowledge necessary to use digital tools and technologies in the accounting profession. According to Keswani and Patel digital accounting education offers several benefits to students, including enhancing their technical skills and increasing their employability in the job market [7].
One of the digital accounting courses offered in higher education is Accounting Information Systems (AIS). According to Hossain and Alam AIS courses aim to provide students with an understanding of the principles and concepts of accounting information systems [8]. The course covers topics such as database management, system analysis and design, and computerized accounting systems. The authors noted that AIS courses are critical in preparing students for the digital world of accounting.
Another digital accounting course offered in higher education is Data Analytics for Accountants. According to Daneshkumar, Auer, and Toth data analytics courses for accountants aim to provide students with the skills and knowledge necessary to analyze large amounts of financial data using data analytics tools [9-10]. The course covers topics such as data visualization, data mining, and predictive analytics. The authors noted that data analytics courses are essential in preparing students for the increasing demand for data analysis skills in the accounting profession.
Teaching digital accounting literacy involves the use of various teaching strategies to enhance students’ learning experience. One teaching strategy is the use of simulation-based learning. According to Moseley and Meingast simulation-based learning involves using computer-based simulations to teach accounting principles and concepts [11-12]. The authors noted that simulation- based learning provides students with hands-on experience in using digital tools and technologies.
Another teaching strategy is the use of flipped classroom learning. Flipped classroom learning involves students learning the course content before attending class, allowing the class time to be used for practical application of the course content. According to Kwon and Kim flipped classroom learning is an effective teaching strategy in digital accounting education as it provides students with the opportunity to practice using digital tools and technologies in the classroom [13].
Assessing digital accounting literacy involves evaluating students’ understanding of digital tools and technologies used in the accounting profession. One assessment method is the use of online assessments. According to Pillay and Reddy online assessments provide an effective way of assessing students’ understanding of digital tools and technologies [14-15]. The authors noted that online assessments provide immediate feedback to students, which can help identify areas where students need further support.
Another assessment method is the use of project-based assessments. Project-based assessments involve students working on a project that requires them to apply their digital accounting skills and knowledge to solve real-world problems. According to Aslani, Ghavifekr, and Mustapha project-based assessments provide students with the opportunity to apply their digital accounting skills and knowledge in a practical setting [16-17].
Challenges in Digital Accounting Education while digital accounting education offers several benefits, there are also several challenges that educators face in teaching digital accounting. One of the challenges is the rapid advancement of digital technology, which makes it difficult for educators to keep up with the latest technologies. According to Kuhlmann and Kromrey educators must continuously update their knowledge and skills to ensure that they are teaching students the most current digital tools and technologies [18].
Another challenge is the lack of resources to support digital accounting education. According to Hossain and Alam many universities and colleges do not have adequate resources, such as software and hardware, to support digital accounting education [19]. The authors noted that the lack of resources can affect the quality of education provided to students.
Finally, the lack of qualified educators with expertise in digital accounting is also a challenge. According to Keswani and Patel there is a shortage of qualified educators with expertise in digital accounting, which can affect the quality of education provided to students [6]. The authors noted that universities and colleges must invest in training educators to ensure that they have the necessary expertise to teach digital accounting effectively.
Digital accounting literacy is critical for accounting professionals, and universities and colleges have adapted to this change by offering digital accounting courses to prepare students for the digital world. Digital accounting education offers several benefits, including enhancing students’ technical skills and increasing their employability in the job market. However, educators face several challenges in teaching digital accounting, including the rapid advancement of digital technology, the lack of resources to support digital accounting education, and the shortage of qualified educators with expertise in digital accounting. To address these challenges, universities and colleges must invest in training educators, providing adequate resources, and continuously updating their knowledge and skills to ensure that they are teaching students the most current digital tools and technologies.
In the current digital age, technology has changed the way businesses operate. This has had a significant impact on the accounting profession, which has moved from manual record- keeping to digital accounting systems. Accounting education is critical in preparing future accountants for the digital accounting work-scape. This literature review explores the current state of teaching in accounting education concerning digital accounting and the readiness of accounting students towards the digital accounting work-scape.
Digital accounting involves the use of computerized accounting systems to process financial transactions. It includes software such as QuickBooks, Xero, and Sage, which have become popular with small businesses. Digital accounting systems automate the accounting process, making it faster and more efficient than manual accounting. They also provide real-time financial information that enables businesses to make informed decisions.
Digital accounting systems have several advantages over manual accounting systems. First, they are faster and more efficient, reducing the time required to perform accounting tasks. Second, they reduce the risk of errors in financial reporting, ensuring the accuracy of financial information. Third, they provide real-time financial information, enabling businesses to make informed decisions. Fourth, they enable businesses to track financial transactions, making it easier to manage cash flow.
Current State of Teaching in Accounting Education Accounting education plays a critical role in preparing future accountants for the digital accounting work-scape. However, the current state of teaching in accounting education concerning digital accounting is mixed. While some accounting programs have incorporated digital accounting into their curricula, others have not. Several studies have examined the state of teaching in accounting education concerning digital accounting. A study by Fearnley et al. found that many accounting programs have not yet incorporated digital accounting into their curricula [20]. The study found that while digital accounting was covered in some courses, it was not a significant focus of the curriculum.
Another study by Bakkalbasi et al. found that accounting programs are lagging behind in teaching digital accounting [21]. The study found that accounting programs are slow to incorporate digital accounting into their curricula, with only a few programs offering courses on digital accounting. The lack of focus on digital accounting in accounting education is a concern, given the importance of digital accounting in the current business environment. Accounting graduates need to have digital accounting skills to be competitive in the job market. Additionally, businesses require accountants with digital accounting skills to manage their finances effectively.
The readiness of accounting students towards the digital accounting work-scape is an essential factor in the future of the accounting profession. Accounting students need to develop digital accounting skills to be competitive in the job market. However, the current state of readiness of accounting students towards the digital accounting work-scape is unclear.
Several studies have examined the readiness of accounting students towards the digital accounting work-scape. A study by Albrecht et al. found that accounting students have a positive attitude towards digital accounting [22-23]. The study found that accounting students are aware of the importance of digital accounting skills and are willing to learn. Another study by Mladenovic et al. found that accounting students have a basic understanding of digital accounting [24]. The study found that accounting students are familiar with digital accounting software such as QuickBooks and Xero. However, the study found that accounting students lack advanced digital accounting skills, such as data analysis and data visualization.
The lack of advanced digital accounting skills among accounting students is a concern, given the importance of these skills in the current business environment. Businesses require accountants with advanced digital accounting skills to manage their finances effectively. Accounting education needs to focus on developing these skills among accounting students to prepare them for the digital accounting work-scape.
Digital accounting has become an essential aspect of the accounting profession, and accounting education needs to prepare future accountants for the digital accounting workscape. While some accounting programs have incorporated digital accounting into their curricula, others have not. This lack of focus on digital accounting in accounting education is a concern, given the importance of digital accounting skills in the current business environment. Additionally, while accounting students have a positive attitude towards digital accounting, they lack advanced digital accounting skills such as data analysis and visualization. Accounting education needs to focus on developing these skills among accounting students to prepare them for the digital accounting work-scape. In summary, accounting education must prioritize the incorporation of digital accounting into their curricula to equip future accountants with the skills needed to excel in the digital accounting work-scape.
In conclusion, this literature review has shed light on the current state of perceived accounting education and digital accounting literacy in local universities in Brunei Darussalam. It is evident that the majority of the accounting students perceive their accounting education to be satisfactory. However, there are still some areas that need to be addressed, particularly in terms of enhancing digital accounting literacy and readiness towards the digital accounting work-scape. Therefore, there is a need for local universities to review and update their accounting curriculums to ensure that they are aligned with the demands of the accounting profession in the digital era. This will not only benefit the students but also contribute to the development of the accounting profession in Brunei Darussalam.
This sub-chapter presents the research design, data collection, and data analysis methods used in the study to explore the current state of digital accounting education in local universities in Brunei Darussalam. The study aimed to investigate the perceptions and experiences of accounting lecturers regarding perceived accounting education, digital accounting literacy, and preparedness of accounting graduates towards the digital accounting work-scape. To achieve this aim, a qualitative research design was employed, using semi-structured interviews as the primary data collection method and thematic analysis as the data analysis method.
To investigate the current state of digital accounting education in local universities in Brunei Darussalam, a qualitative research design was employed. The purpose of this study was to explore perceived accounting education, digital accounting literacy, and preparedness of accounting graduates towards the digital accounting work-scape. The research design consisted of two main components: data collection and data analysis.
Semi-structured interviews were conducted with four accounting lecturers from different local universities in Brunei Darussalam. Purposive sampling was used to select participants who had experience teaching accounting courses and were familiar with digital accounting tools and technologies. The interviews were conducted in person and lasted approximately 45-60 minutes each. An interview guide was developed based on the research questions to ensure consistency across the interviews. The interviews were audio-recorded and transcribed verbatim for analysis.
Manual thematic analysis was used to analyze the interview data in this study. It involved identifying units of meaning or “codes” in the data related to perceived accounting education, digital accounting literacy, and preparedness of accounting graduates towards the digital accounting work-scape, and grouping them into broader themes. The themes were then refined and compared across the data set to identify patterns and relationships. This approach allowed for a thorough exploration of the research questions and provided rich insights into the current state of digital accounting education in local universities in Brunei Darussalam.
Overall, the use of manual thematic analysis allowed for a rigorous and systematic approach to data collection and analysis, providing reliable and valid findings. The method also allowed for an in-depth exploration of the research questions and provided rich, detailed insights into the current state of digital accounting education in local universities in Brunei Darussalam. This approach aligns with the qualitative research methodology, which aims to explore and understand complex phenomena in-depth [25-26].
This chapter presents the findings of the study on the perceived accounting education in local universities in Brunei Darussalam, perceived digital accounting literacy, and the preparedness of accounting graduates towards the digital accounting work-scape. The findings shed light on the strengths and weaknesses of accounting education in local universities, the challenges faced by accounting graduates in developing digital accounting literacy, and the strategies needed to prepare them for the digital accounting work-scape. The chapter concludes with discussions and recommendations for improving accounting education in Brunei Darussalam and enhancing the digital accounting skills of accounting graduates to meet the demands of the rapidly evolving accounting profession.
The main objective of this chapter is to provide a comprehensive overview of the perceived accounting education in Brunei Darussalam.
All of the accounting lecturers we interviewed confirmed that the accounting curriculum in Brunei Darussalam is well-structured and comprehensive. The courses offered in the accounting major program cover a wide range of topics, from financial accounting to auditing and taxation. The lecturers also noted that the curriculum is regularly updated to ensure that it is relevant and up-to-date with the latest accounting standards and practices.
The accounting lecturers we interviewed expressed their belief that graduates of the accounting major program in Brunei Darussalam are generally well-prepared for the demands of the accounting industry. They noted that the graduates are equipped with a solid foundation of knowledge and skills in accounting that enables them to perform their job responsibilities effectively.
All of the accounting lecturers we interviewed agreed that accounting education plays a critical role in shaping the skills and abilities of accounting graduates in Brunei Darussalam. They emphasized the importance of developing a strong understanding of accounting principles, practices, and ethics, which are necessary for success in the accounting profession.
The accounting lecturers we interviewed identified a few challenges that accounting graduates in Brunei Darussalam may face when entering the workforce. These include a lack of practical experience, inadequate soft skills, and limited exposure to the latest accounting trends and developments.
The accounting lecturers we interviewed did not observe any significant changes in the quality of accounting education in Brunei Darussalam in recent years. They noted that the curriculum has remained largely consistent, and the quality of graduates has been consistently high.
The accounting lecturers we interviewed identified several key accounting skills and knowledge areas that they believe are most important for graduates of the accounting major program in Brunei Darussalam. These include technical accounting knowledge, analytical and problem-solving skills, communication and presentation skills, and professional ethics and values.
The accounting lecturers we interviewed expressed their opinion that the accounting education in Brunei Darussalam is comparable to that of other countries in the region. They noted that the curriculum and teaching methods are similar to those used in other countries, and the quality of graduates is on par with their peers.
The accounting lecturers we interviewed provided some suggestions for improving the accounting education curriculum in Brunei Darussalam. These include increasing the emphasis on practical experience and soft skills development, incorporating more technology-related topics, and providing more opportunities for exposure to the latest accounting trends and developments.
The accounting lecturers we interviewed emphasized the importance of continuing professional development to ensure that graduates of the accounting major program in Brunei Darussalam are up-to-date with the latest accounting trends and developments. They suggested that universities should provide regular training sessions and workshops for graduates to keep their skills and knowledge current [27-35].
In this chapter, the findings of the study on perceived digital accounting literacy among accounting major students in Brunei Darussalam are presented.
Lecturer 1 defines perceived digital accounting literacy as the self-reported level of digital accounting knowledge and skills that accounting major students believe they possess. Lecturer 2 defines it as the ability to use digital tools and technologies to perform accounting tasks efficiently and effectively. Lecturer 3 and 4 define it as the perceived level of comfort and confidence that accounting major students have in using digital accounting tools and technologies.
Importance of Digital Accounting Literacy in the Job Market All lecturers agree that digital accounting literacy is crucial in today’s job market, where technology plays a significant role in the accounting profession. The ability to use digital tools and technologies is essential for accounting students to succeed in their careers.
Lecturers 1, 2, and 4 believe that factors such as age, gender, prior technology experience, and access to technology can affect students perceived digital accounting literacy. Lecturer 3 adds that the teaching approach and curriculum content can also influence students’ confidence and ability to use digital accounting tools and technologies.
All lecturers agree that accounting students face various challenges in developing digital accounting skills, such as lack of access to technology, resistance to change, and a lack of motivation to learn new technologies.
Assessment of Current Level of Digital Accounting Literacy Lecturers 1 and 3 assess students’ digital accounting literacy through self-reported surveys, while Lecturer 2 uses practical assessments in class. Lecturer 4 uses a combination of both methods.
Strategies for Improving Digital Accounting Literacy Lecturers 1 and 4 recommend incorporating practical activities and real-world case studies into accounting courses to improve digital accounting literacy. Lecturer 2 emphasizes the need for continuous learning and exposure to new digital tools and technologies. Lecturer 3 suggests the use of collaborative learning activities to boost students’ confidence and comfort level in using digital accounting tools and technologies.
All lecturers agree that digital tools and technologies should be integrated into accounting courses to prepare students for the digital age. Lecturer 1 recommends the use of cloud-based accounting software, while Lecturer 2 suggests using virtual simulations to provide students with hands-on experience.
Lecturers 2 and 4 provide one-on-one support and additional resources for students who struggle with digital accounting tools and technologies. Lecturer 1 encourages students to seek help from their peers and the university’s IT department, while Lecturer 3 emphasizes the importance of providing ongoing support and feedback to students.
All lecturers agree that staying up-to-date with new digital accounting tools and technologies is crucial for accounting educators. They recommend attending workshops and conferences, engaging in online communities, and collaborating with colleagues to stay informed and upto-date.
All lecturers emphasized the importance of universities in preparing accounting students for the digital age. They believe that universities should offer courses that integrate digital accounting tools and technologies, provide hands-on training and practical experience, and encourage students to develop their digital skills through extracurricular activities such as internships and research projects.
The accounting lecturers agree that digital accounting literacy is essential for accounting students to thrive in the modern work- scape. They identified several key skills that students need to have, including knowledge of digital accounting tools, data analytics, and information security. However, they noted that many accounting students in local universities in Brunei Darussalam are not adequately prepared for the shift towards digital accounting practices, despite the availability of digital accounting tools.
The lecturers emphasized the need for resources to equip accounting students with the necessary digital skills for the work-scape, including training and access to digital tools. They believe that universities should play a crucial role in helping students prepare for the digital work-scape by incorporating digital accounting practices into the curriculum and providing opportunities for hands-on experience with digital tools.
The pandemic has also had a significant impact on the digital readiness of accounting students, with many facing challenges in adapting to remote learning and online tools. Some of the challenges accounting students face when adapting to digital accounting practices include a lack of familiarity with the tools, difficulty in understanding how to apply the tools to accounting practices, and inadequate training.
To assess the digital literacy of accounting students in their classes, the lecturers utilize various methods, such as assignments and assessments that require the use of digital tools and monitoring student engagement and participation in class.
In terms of advice for struggling accounting students, the lecturers suggest seeking additional training, practicing with digital tools, and utilizing online resources to develop digital literacy skills. Additionally, they believe that accounting curriculums should be updated to better prepare students for the digital accounting work-scape.
Overall, the accounting lecturers interviewed were generally positive about the perceived quality of accounting education in local universities in Brunei Darussalam. They identified some areas for improvement, such as increasing the emphasis on practical experience and soft skills development and providing more exposure to international accounting practices and standards.
Despite these areas for improvement, the accounting lecturers we spoke with noted that the accounting education curriculum in Brunei Darussalam is generally rigorous and comprehensive, providing graduates with a solid foundation in accounting principles and practices. They also noted that graduates are generally well- prepared for the demands of the accounting industry, although some may face challenges in areas such as communication and critical thinking.
To enhance their perceived accounting education, accounting graduates in Brunei Darussalam are advised to seek out opportunities for practical experience and professional development, such as internships, continuing education courses, and industry certifications. They should also focus on developing their soft skills, such as communication, problemsolving, and teamwork.
Overall, the findings from our interviews suggest that accounting education in local universities in Brunei Darussalam is generally of high quality and that graduates are wellprepared for the accounting industry. However, there is still room for improvement, particularly in terms of providing more practical experience and exposure to international accounting practices and standards. By addressing these areas for improvement, local universities in Brunei Darussalam can continue to provide their accounting graduates with a high-quality education that prepares them for successful careers in the accounting profession.
The findings suggest that there is a perceived lack of digital accounting literacy among accounting major students in Brunei Darussalam, despite the availability of digital accounting tools. The lecturers agree that digital accounting literacy is crucial for accounting students in today’s job market, and factors such as prior experience and training, age, and gender contribute to students’ perceived digital accounting literacy. Challenges faced by students in developing digital accounting skills include lack of access to technology, inadequate training and resources, and fear of change.
The lecturers recommend several strategies for improving students’ digital accounting literacy, including incorporating digital accounting tools and technologies into the curriculum, providing adequate training and resources, and creating opportunities for students to practice and apply their digital accounting skills. They also emphasize the importance of staying up-todate with new digital accounting tools and technologies and believe that universities have a significant role to play in preparing accounting students for the digital age by investing in technology and providing necessary resources and support.
The findings also indicate that there is a need for universities to take a more active role in preparing accounting students for the digital age. Lecturers agree that digital accounting literacy is essential for accounting students in today’s job market and recommend a range of strategies for improving students’ digital accounting literacy, including hands-on training, practical experience, and extracurricular activities. Furthermore, universities should incorporate digital accounting tools and technologies into their accounting courses, work closely with industry partners to stay up-to-date, and emphasize ethical considerations in their digital accounting curriculum.
Overall, the findings suggest that there is a need to prioritize digital accounting literacy in accounting education in Brunei Darussalam and provide students with the necessary knowledge and skills to succeed in today’s digital age.
The findings of this study suggest that there is a gap between the skills accounting students in local universities in Brunei Darussalam currently possess and those required for a digital accounting work-scape. This is especially concerning considering the increasing use of digital accounting tools in the industry. Despite the availability of digital accounting tools, the majority of accounting lecturers in local universities do not utilize them in their classes. This could be a potential reason why accounting students are not fully prepared for a digital accounting work-scape.
Additionally, the COVID-19 pandemic has highlighted the importance of digital readiness for accounting students, with the sudden shift to remote learning and working. While some accounting students may have had prior exposure to digital accounting tools, others may have struggled to adapt. Some of the challenges accounting students face when adapting to digital accounting practices include a lack of familiarity with the tools, a lack of training and resources, and difficulty in applying theoretical knowledge to practical situations [36-44].
To address these challenges and better prepare accounting students for a digital accounting work-scape, universities should play an active role in equipping their students with the necessary digital skills. This could include integrating digital accounting tools and technologies into the curriculum, providing training and resources, and encouraging practical application of theoretical knowledge.
In conclusion, while the shift towards digital accounting practices is inevitable, it is crucial that accounting students are adequately prepared for a digital accounting work-scape. Universities, accounting lecturers, and students all have a role to play in ensuring that the necessary skills, resources, and training are available to adapt to this rapidly changing landscape.
In conclusion, this research study highlights the perceived accounting education, digital accounting literacy, and preparedness of accounting graduates towards the digital accounting work- scape in local universities in Brunei Darussalam. While the accounting lecturers are positive about the perceived quality of accounting education in local universities, they identify some areas for improvement, including practical experience and soft skills development. The study also highlights a perceived lack of digital accounting literacy among accounting major students, despite the availability of digital accounting tools. The findings suggest that universities need to play a more active role in preparing accounting students for the digital age and equip them with the necessary digital skills. Overall, the study highlights the need for universities to continue to invest in technology and provide necessary resources and support to better prepare accounting students for a rapidly changing digital accounting work-scape.
