Curricula, Strategies, Methods, and Approaches to Accounting Education: Evidence from Algerian Universities

The purpose of this study is to evaluate the methodologies, strategies, and approaches used in
accounting instruction at Algerian university accounting departments. The study used a
quantitative descriptive technique to test the association between independence variable and
dependence variable. The results of the study indicated that accounting department faculty
members at Algerian institutions had a solid understanding of international education norms.
The study also revealed that accounting education curricula in Algerian universities are
compatible with the International Accounting Education Standards, as Algerian accounting
education curricula keep up with technological advancements and equip students with skills
relevant to the Algerian labor market. The study was limited to accounting faculty members
from institutions in Algeria with varying academic levels. Therefore, the findings may not be
generalizable to other countries or academic disciplines. Future research could expand the
sample size and include other academic disciplines to provide a more comprehensive
understanding of the challenges facing accounting education in Algeria. This study contributes
to the literature on accounting education in Algeria by providing insights into the
methodologies, strategies, and approaches used in accounting instruction. The study's findings
can inform policymakers and educators in Algeria and other countries on how to improve
accounting education curricula and teaching methodologies to meet international education
standards. The report proposed that accounting programs and teaching methodologies at
Algerian institutions are regularly evaluated using an integrated approach based on best
practices and worldwide accounting education standards.