<![CDATA[This study aims to explore the self-directed learning experiences of Accounting Education students at Universitas Negeri Makassar in mastering digital accounting applications. This topic is important because the digital transformation of accounting education requires students not only to understand accounting concepts theoretically but also to independently operate digital accounting applications through adaptive, reflective, and continuous learning processes. This study employed a qualitative approach using a narrative research design. Participants were selected through purposive sampling, involving Accounting Education students who had experience using digital accounting applications in learning activities, practical sessions, or other academic contexts. Data were collected through semi-structured interviews, limited observations, documentation of learning artifacts, and students’ written reflections. The findings reveal several key themes, including initial confusion and digital anxiety, trial-and-error learning strategies, utilization of digital learning resources, peer support, metacognitive evaluation, and the transformation of students’ identities as prospective digital accounting educators. These findings indicate that mastering digital accounting applications is not merely a technical skill acquisition process but also a meaningful learning experience that develops students’ independence, resilience, adaptability, and professional readiness. This study contributes to the development of self-directed learning research in digital accounting education by highlighting how students construct knowledge, overcome technological challenges, and develop professional competencies through independent and reflective learning processes. The findings also provide practical implications for designing accounting education curricula that are more reflective, collaborative, and experience-based in response to digital transformation.]]>
Copyrights © 2026
