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August 16, 2025Open Access

Assessment of integrating Disruptive Technology Tools on Accounting Education Curriculum among Public Universities in Northern Nigeria

Key Points

Results indicate that disruptive technology tools like VR and AR are not part of the accounting curriculum in Northern Nigeria, leading to gaps in education.
The study involved a survey of 30 business education lecturers and employed statistical analysis using SPSS to evaluate responses.
Utilizing a structured questionnaire, the research aimed to address the integration of technology in accounting education for future relevance.
Findings highlight the need for curriculum planners to revise accounting education to include modern disruptive technologies, ensuring effective teaching.

Abstract

The study was on Assessment of integrating Disruptive Technology tools on Accounting Education Curriculum among Public Universities in Northern Nigeria. Two (2) specific objectives, two (2) research questions and two (2) null hypotheses guided the study. The study hinged on unified Theory of Acceptance and use of Technology (UTAUT), it is a theory that explains how users adopt and use technology. It was developed by Venkatesh et al. (2003). The study employed descriptive survey research design. The population of the study was thirty (30) business education lecturers in Ahmadu Bello University, Zaria Nigeria and Abubakar Tafawa Balewa University, Bauchi. A four-rating structured questionnaire titled “Disruptive Technology in Accounting Education Curriculum Instrument (DTAECI) was the instrument used to gather data from the respondents for the study. The instrument was validated by two experts and the reliability of the instrument was determined using Cronbach Alpha method and 0.75 reliability co-efficient was obtained. The data collected from the administration of the questionnaire was coded into Statistical Package of Social Science (SPSS) version 25. The package was used to calculate mean and standard deviation to answer research questions and independent sample t-test was used to test the null hypothesis. Results from the findings among others revealed that Visual reality and augmented reality (VR/AR) simulations has not been integrated into accounting education curriculum in public universities in Northern Nigeria. It was concluded that disruptive technologies have not been integrated into accounting education curriculum among the public universities in Northern Nigeria. Based on the findings of the study, it was recommended among others that curriculum planners should regularly review and update the accounting education curriculum to integrate disruptive technologies such as AI and VR/AR into course structures, teaching and learning.

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Cite This Study

Abdullahi et al. (Thu,) studied this question.

synapsesocial.com/papers/68a368710a429f797332d1e0 https://doi.org/https://doi.org/10.64348/zije.202557

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