Artificial Intelligence (AI) is transforming the accounting industry by automating tasks, improving accuracy, and enhancing decision-making. Some key applications of generative AI tools in accounting include: 1.) fraud detection and risk management 2.) financial reporting and analysis, 3.) tax compliance and planning 4.) auditing and assurance and 5.) forecasting/budgeting.
Given this reality, it is important that Jesuit Business Educators in Accounting introduce generative AI tools to students, discuss the ethical use of these tools, and incorporate components of AI in the Curriculum. In this study, we discuss how we apply the Ignatian Pedagogical Paradigm (IPP) to reflect and leverage generative AI tools in lower and upper-level accounting courses. We analyze the five components of IPP – content, experience, reflection, action, and evaluation – and use the framework to guide our exploration and reflection on curriculum design.
It is very important for Jesuit accounting educators to innovate in classrooms and continue to meet students where they are. However, incorporating generative AI tools in accounting classes comes with many challenges, such as: 1.) lack of awareness and expertise 2.) resistance to change 3.) ethical concerns 4.) integration with traditional accounting concepts, and 5.) the ever-evolving AI landscape. This paper will discuss possible approaches to addressing these challenges.
Specifically, we propose that accounting educators must adopt a balanced approach by integrating AI literacy, practical applications, and ethical considerations into the curriculum while ensuring accessibility and continuous learning opportunities for students and educators.
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