<\/span><\/h2>\nThis paper investigates the influence of the 4IR on the CCFOs expected from accountants through a (SLR). The relevance of this study lies in the challenges and opportunities that 4IR presents for higher education institutions HEIs in re-evaluating their accounting curricula.<\/p>\n
In South Africa, the South African Qualifications Authority (SAQA) has formulated CCFOs as soft skills to complement all national qualifications specified in the National Qualifications Framework (NQF). SAQA, operating under the South African Qualifications Authority Act, no. 58 of 1995 (SAQA, 1995), is a statutory body responsible for governing these qualifications. SAQA has officially recognized and mandated the inclusion of CCFOs in curricula to promote a conscientious awareness of societal issues among students.<\/p>\n
By incorporating CCFOs, HEIs can promote lifelong learning, personal development, ethical business judgment, critical thinking, and social responsibility (Tsiligiris & Bowyer, 2021). According to them accounting students need to apply their knowledge to demonstrate competencies that require a wide range of abilities and attributes. HEIs must expose students to CCFOs at the higher education level, providing learning experiences that facilitate their application and achievement of these skills (Tsiligiris & Bowyer, 2021).<\/p>\n
In South Africa, Chartered Accountant (CA) students are governed by the South African Institute of Chartered Accountants (SAICA), which is a professional body responsible for regulating and setting standards for obtaining the CA accreditation in the country. SAICA also emphasizes the importance of pervasive skills or CCFOs that students need to develop. As a member of the International Federation of Accountants (IFAC), SAICA is committed to equipping aspiring CA candidates with the necessary knowledge and skills to excel as professional accountants globally (Strauss-Keevy, 2014).<\/p>\n
SAICA (2021) acknowledged the significance of the accounting industry within the context of the 4IR and took a significant step by officially introducing the CA2025 competency framework to all relevant parties on March 10, 2021. The development of the CA2025 competency framework was the outcome of an extensive research project that involved extensive engagement with a diverse range of stakeholders. Despite longstanding demands for improvements in CCFOs within the accounting profession, Rebele and Pierre (2019:78) argue that previous efforts to address this issue have fallen short. They assert that there is insufficient evidence to suggest that accounting educators possess the necessary skills and background to effectively assist students in developing CCFOs.<\/p>\n
HE professionals are faced with the imperative of reassessing and devising strategies for educational practices in response to technological advancements and the rapid transformations within the accounting profession (Khermiri, 2021). It is crucial to recognize the significance of this responsibility, as the primary objective of HE institutions is to facilitate students in attaining a reputable degree, equipping them with the necessary knowledge and skills to pursue their chosen careers (Becker et al.<\/i>, 2018). The South African Department of Education (1997) characterizes this mission as fulfilling individuals’ aspirations for self-development, meeting the demand for highly skilled labor, and generating knowledge that benefits both society and the economy.<\/p>\n