MAPPING THE EVOLUTION OF ACCOUNTING EDUCATION: A BIBLIOMETRIC ANALYSIS OF TEACHING, LEARNING, AND TECHNOLOGICAL INNOVATIONS
DOI:
https://doi.org/10.35631/IJIREV.826039Keywords:
Accounting Education, Bibliometric Analysis, Curriculum Design, Emerging Technologies, Teaching MethodologiesAbstract
This bibliometric study visualises the evolving intellectual structure of accounting education during 2015-2025 and reveals the dominant themes, key contributors, and emerging structural patterns of the discipline. Previous reviews have focused on individual pedagogical tools; however, a bibliometric mapping of the evolution of accounting education during this critical decade of technological disruption is still insufficient. This study analysed 757 peer-reviewed English-language publications sourced from the Scopus database, applying co-citation analysis, keyword co-occurrence mapping, and network visualisation via VOSviewer and Bibliometrix to explore the thematic development and collaborative dynamics of the field. The analysis identifies three main clusters of themes that reflect the field’s evolution from traditional teaching models to methods integrated with new technology: (1) integration of emerging technologies including artificial intelligence, blockchain and data analytics in the curriculum; (2) development of soft skills and ethical reasoning for the modern accountants; and (3) innovative pedagogical practices such as blended learning, writing circles, and experiential methodologies. The key findings highlight the central role of core journals in shaping the intellectual structure of the discipline and the considerable contribution of Australian and South African institutions, which share eight of the top ten most productive positions. RMIT University tops the list with 32 publications, followed by Deakin and Monash Universities in Australia, as well as the Universities of Pretoria and Johannesburg in South Africa, thus contributing substantially and enriching the discourse on inclusivity, decolonisation, and emerging technologies. The study also reveals a notable interdisciplinary convergence with Computer Science and Decision Sciences, showing a pedagogical shift toward hybrid skill development. Nevertheless, the literature remains geographically concentrated and strongly dominated by English-language scholarship. Therefore, this paper ultimately contributes a comprehensive map of thematic evolution, collaboration patterns, and emerging research priorities, offering a data-driven foundation for educators and policymakers to reimagine accounting education in an increasingly interconnected profession shaped by emerging technologies.
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