Objective: To analyze the expectations prioritized by accounting undergraduates in the teaching and learning process after experiencing remote learning. Fundamentals: The study was based on the expectations and preferences of undergraduates postulated by Alauddin et al. (2017) in an application to the Brazilian scenario. Method: A survey was conducted, using an adaptation of Alauddin et al. 's (2017) SEPQ questionnaire as the instrument, maintaining the factors developed by the authors, obtaining 138 valid responses. Data were analyzed by descriptive statistics and cluster analysis, where the overall average of participants showed prioritized expectations focused on the teacher's expertise in the subject and also on the presentation, delivery, and focus during classes. It was identified that most of the students analyzed have expectations in adherence to the factors developed by Alauddin et al. (2017). Results: The result brings applicability regarding teaching and institutional performance, adapting to the expectations prioritized by undergraduates, considering the context experienced during remote learning. Contributions: This research supports the broadening of understanding regarding the expectations prioritized by accounting undergraduates, with practical applications for both instructors and educational institutions. It enables increased satisfaction and collaboration among stakeholders and the adaptation of expectations to meet the needs of all parties, particularly in the new paradigm of remote learning. Instructors and institutions can utilize these findings to tailor teaching approaches, curricular content, and institutional policies to align with the expectations of accounting students in remote learning, thereby enhancing the overall educational experience.
