Teaching beyond the screen: Virtual accounting education and the future of learning in Saudi Arabia

Rasha Abdulrahman Fallatah

doi:10.65453/ijar.v11i1.1410

Authors

Rasha Abdulrahman Fallatah Associate Professor of Accounting, Taif University, Saudi Arabia

DOI:

https://doi.org/10.65453/ijar.v11i1.1410

Keywords:

Accounting Education, Virtual Learning, Saudi Arabia, Vision 2030, Digital Pedagogy, Higher Education

Abstract

This study examines the sustained impact of virtual learning on accounting education in Saudi universities during the post-pandemic period, drawing on empirical data collected between February and May 2024, reflecting the normalization of digital and hybrid learning environments beyond the emergency phase of COVID-19. It found that teaching flexibility, institutional support, and student self-regulation are key factors in the success of virtual accounting education. Faculty using interactive case studies and digital collaboration tools improved engagement and performance. Universities investing in digital infrastructure and training created inclusive learning environments. Challenges include authentic assessments, digital fatigue, and motivation in areas like accounting. The research highlights the transformative role of virtual education in Saudi Arabia and the importance of institutional policies in emerging economic systems.

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