Aim Guided by the International Education Standards, this study explores professional competence as the integration of technical competence, professional skills, and ethical values required of aspiring South African chartered accountants. It examines the lived experiences of students exposed to integrated learning in a 1-year Postgraduate Diploma in Accounting and their perception about how integration as curriculum enhancement enhances integrated thinking and preparedness to pass professional examination. The programme is delivered by qualified professionals, adheres to rigorous academic standards, and is designed to enhance students' preparedness for, and performance in, the South African Institute of Chartered Accountants (SAICA), first professional examination, the Initial Assessment of Competence (IAC). Method A qualitative thematic analysis was employed using in-depth interviews with 11 registered Postgraduate Diploma in Accounting students who experienced the integrated teaching and assessment of financial accounting, financial management, taxation, and auditing (the “Big Four”). Interviews specifically focused on their perceptions on how integration as curriculum enhancement could enhance their integrated thinking and preparedness to pass IAC. Results The findings indicate that integration is an effective educational strategy that promotes critical thinking, professional readiness, and real-world relevance. Grounded in constructivist learning theory, integrated learning supports active and interconnected knowledge construction, enabling students to link concepts across modules, develop deeper and holistic understanding, and enhance preparedness for the IAC. However, the effectiveness of integration is influenced by implementation challenges, including delayed introduction, siloed teaching practices, and misaligned assessments. Implications Addressing these challenges and aligning integration with accounting education research and accreditation standards can transform it into a practice that prepares students for the profession's interdisciplinary demands. The study underscores the importance of integrated thinking in developing the strategic and problem-solving capabilities required of future chartered accountants in a volatile, uncertain, complex, and ambiguous (VUCA) environment.
Masibulele Phesa (Tue,) studied this question.