ARTICLE TEXT
DOI DOI: 10.38140/ijsie.v2i3.2169

Enhancing critical thinking and problem-solving skills of grade 11 learners in accounting education in high school at uMgungundlovu district, South Africa

Walusa Ajuma1, Makeresemese Rosy Qhosola-Mahlomaholo2
  1. 1 Department of KwaZulu-Natal Education,
  2. 2 University of the KwaZulu Natal, South Africa

Abstract

This study presents a framework for enhancing critical thinking and problem-solving skills in grade 11 Accounting. It emphasises the need for high school learners to develop both accounting knowledge and adaptable thinking skills, which are crucial for academic and professional success. In today's dynamic world, critical thinking and problem-solving are invaluable, particularly in accounting, where complex financial challenges are commonplace. High school is a pivotal stage for developing these skills, laying a strong foundation for future careers and professional success. The study employs multifaceted methodology, including literature review, classroom observations, and stakeholder discussions. It identifies effective teaching strategies and curriculum elements that foster critical thinking and problem-solving skills. The proposed educational plan incorporates a range of instructional methods to engage learners. It features real-world case studies, providing practical insights into financial scenarios and requiring creative application of accounting knowledge. Group projects are emphasised to foster collaboration and diverse perspectives, enriching problem-solving capabilities. Results from this integrated approach are promising. Participants demonstrate significant improvement in analytical thinking, decision-making, and solving complex accounting problems. This approach enhances academic performance and equips learners with the essential career skills they need. This study concludes with practical advice for educators and curriculum developers on implementing this framework. By adopting these strategies, high school accounting education can be transformed, better preparing learners for future academic challenges and successful careers in accounting. This framework serves as a transformative tool, ensuring that grade 11 learners are proficient in accounting concepts and capable of applying their knowledge critically and innovatively.

How to Cite

Ajuma, W., & Qhosola-Mahlomaholo, M. R. (2025). Enhancing critical thinking and problem-solving skills of grade 11 learners in accounting education in high school at uMgungundlovu district, South Africa. International Journal of Studies in Inclusive Education, 2(3), 64–71. https://doi.org/10.38140/ijsie.v2i3.2169
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