The The inclusion of critical thinking in an accounting curriculum: Students’ perceptions

Abstract

Repeated calls from employers and professional bodies were to include critical thinking in the curriculum of higher education courses. Therefore, researchers should actively engage in developing course material to fill the existing gap to include critical thinking in the curriculum. The purpose of this paper was to explore students’ perceptions with the inclusion of critical thinking in an accounting curriculum that may develop and/or foster students’ critical thinking in a first-year course in accounting studies. Research questions; How will students’ perception of self-evaluation and their concept of critical thinking assist them to acquire or develop critical thinking? and How will Critical Thinking contribute to assist students in their studies? Exploratory research was used in collecting data using on-line questionnaires over two years. The findings reveal positive results and promising perceptions that most students benefitted from the inclusion of critical thinking in the curriculum. The study contributes to students’ preparedness and readiness for the workplace and/or gaining lifelong skills through formal education.