Reshaping Accounting Education Curricula Through Artificial Intelligence and Data Analytics: A South African Context

Abstract

The emergence of artificial intelligence (AI) and data analytics, and their integration into the accounting profession, calls for the need for accounting education to evolve, particularly in developing economies like South Africa, where unique socio-economic challenges, economic disparities, and regulatory pressures significantly impact digital transformation. This study explores how integrating AI and data analytics into accounting education curricula can equip students with future-ready skills, capturing the regulatory pressures, unique socio-economic, and digital challenges. Leveraging a mixed-method approach, the study combines a survey of accounting educators and students from different universities across South Africa, case study analysis of innovative institutions' curricula, and semi-structured interviews with SAICA representatives and industry leaders. The findings indicate that less than 35% of South African curricula incorporate AI and data analytics, resulting in a skill gap of over 45% among graduates in specific areas, such as predictive modelling and the ethical use of AI. However, the research reveals that programs with integrated modules show enhanced student employability by over 30% and increased regulatory compliance awareness by over 25%. The study recommends a contextualized framework for curriculum reform to align with SAICA’s competency framework, capturing the gap and ensuring future relevance for chartered accountants (CA). The framework emphasizes a hybrid learning approach, partnering with tech firms to support SAICA’s objectives. The study contributes to both academic and practical discourse by providing a tailored model for AI integration in accounting education and a mandatory AI ethics module, promoting the ethical use of digital skills.