BRIDGING GAPS: A BIBLIOMETRIC ANALYSIS OF DIGITAL TECHNOLOGY IN ACCOUNTING EDUCATION AND ITS ROLE IN SUSTAINABILITY
DOI:
https://doi.org/10.33736/ijbs.8774.2025Keywords:
digital technology, accounting education, sustainability, bibliometric analysisAbstract
This study examines the integration of digital technology in accounting education through bibliometric analysis, emphasizing its alignment with Sustainable Development Goals (SDGs). Analysing 261 publications from 1986 to 2024 in the Scopus database, the research highlights how technology supports SDG 4 (Quality Education) by enhancing accessibility, SDG 8 (Decent Work and Economic Growth) by equipping graduates with critical digital skills, and SDG 12 (Responsible Consumption and Production) by promoting resource efficiency through e-learning. Thematic analysis identifies four clusters-data-driven tools, professional alignment, institutional processes, and digital learning methods-underscoring the need for sustainability and technological competence in curricula. While publication trends show growing interest, gaps remain in embedding sustainability principles and addressing global disparities. Contributions from the US, China, and Indonesia reflect diverse regional priorities, offering insights for educators, researchers, and policymakers. The study advocates exploring emerging technologies such as AI and blockchain to further align accounting education with the SDGs and enhance sustainable development.
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