Bridging the Educational Gap in Saudi Female Accounting Teaching Practices

Abstract

The dynamic realm of accounting in Saudi Arabia, influenced by global trends, undergoes continuous evolution in practices and standards. Central to this evolution is the implementation of Saudi Vision 2030, which aims to diversify the economy, reshaping business priorities and strategies. A key facet involves enhancing Saudi women's participation and empowerment in the workplace. This study probes the existing lacunae in accounting education for female students in Saudi public universities against the backdrop of Vision 2030 and industry demands. It harnesses the comprehensive insights offered by curriculum theory, instructional theory, and the normative theory of teaching. Employing a comprehensive mixed-methods strategy, this research gathers insights through interviews with accounting educators, the National Commission for Academic Accreditation and Assessment (NCAAA), and the Saudi Organization for Chartered and Professional Accountants (SOCPA) representatives, along with a survey encompassing 200 female accounting students. The study reveals significant hurdles in teaching practices, encompassing challenges such as limited accessibility to essential materials, inflexible methodologies influenced by workplace culture, gender biases, and a noticeable absence of industry involvement. Proposed solutions advocate for more adaptable curriculum implementation, increased industry participation, and empowering female educators. The study contends that accounting education should swiftly adapt to contemporary industry needs and diverse learning preferences to equip future female accountants with the requisite skills and knowledge, aligning with the tenets of Saudi Vision 2030.