ARTICLE TEXT
DOI DOI: 10.38140/ijsie.v3i1.2505

Contextualising and inclusive accounting education through community engagement: Participatory action research in rural South African schools

Walusa Ajuma1
  1. 1 Directorate for Institutional Research and Academic Planning (DIRAP), University of the Free State, South Africa

Abstract

Accounting education in rural South Africa is marked by a disconnect from local realities and a lack of inclusive pedagogy, leading to disengagement and inequitable outcomes. This study employed a Participatory Action Research (PAR) framework, informed by Situated Learning Theory and Critical Pedagogy, to collaboratively design and test contextually relevant and inclusive accounting activities with educators, learners, and community stakeholders. Co-designed interventions included a differentiated curriculum using local case studies, peer-learning networks for educators, community-based learning projects, and mobile technology to enhance access. The PAR process successfully addressed key challenges of resources and isolation. Results showed significant improvements in learner engagement, academic performance, and the social inclusion of marginalised learners, while also empowering educators. The research demonstrates that contextualisation and inclusion are synergistic goals best achieved through democratic, community-engaged praxis. It provides a validated model for developing resilient and equitable accounting education in diverse, resource-constrained settings.

How to Cite

Ajuma, W. (2026). Contextualising and inclusive accounting education through community engagement: Participatory action research in rural South African schools. International Journal of Studies in Inclusive Education, 3(1), 28–36. https://doi.org/10.38140/ijsie.v3i1.2505
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