Problem-Based Learning: Enhancing Scholarship of Teaching and Learning in Accounting Education

The primary aim of this study is to provide a deeper insight into the role of Problem-Based Learning in enhancing the Scholarships of Teaching and Learning in accounting education. The central issue in this study is the ineffectiveness of implementing Problem-Based Learning in accounting education. The paper is couched in the Critical Emancipatory Research theory. Participatory Action Research was employed in this study to collect data, and a thematic approach was used to analyse data. A WhatsApp group was established to facilitate group conversations for data collection. Participants in this study included two accounting methodology instructors and three fourth-year students enrolled in an accounting education program. The study's findings revealed that a lack of innovative skills and knowledge to construct problem cases, Inadequate time to prepare problems for PBL, and the Inability of systems to find accounting-related cases are major challenges for the implementation of PBL. Additionally, Problem-Based Learning can be effectively implemented by availing systems to search for accounting information, providing clear guidance, and peer evaluation and review of the Problem-Based Learning process. Based on these findings, the study concludes that professional development is required for instructors to effectively implement Problem-Based Learning. Furthermore, instructors must collaborate with accounting industries to obtain real-world problem cases. This research makes a significant contribution to the body of knowledge in accounting education scholarships, particularly in the areas of teaching and learning.