The virtual classroom : challenges of COVID-19 pandemic in accounting subject classrooms in the Eastern Cape Province, South Africa

Abstract

The COVID-19 pandemic issues in South Africa's Eastern Cape area are discussed in the study. The article uses a case study layout as part of its qualitative study approach. To collect the data, semi-structured interviews were used. The selection of the ten accounting teachers was deliberate. The examination of the data was thematic. The article details the difficulties triggered by the COVID-19 pandemic in the Accounting field, including infrastructure, data accessibility and lack of readiness for the virtual classroom. Educators of Accounting subjects are advised by the study not to view their work as routine business. The Network industry should participate with the departments of education to resolve data, connectivity, and convenience challenges so that virtual classroom learning is supported. All educators should be persuaded to participate in numerous types of online seminars after the COVID-19 to develop.