The Muamalat Newsletter Vol. 2 2024

FEM eNewsletter | December 2024 33 capability of grooming their students as ethical and technological advancements in the accounting profession (Zhang et al., 2020). It is important that these students of accounting develop the necessary appreciation of the complexity of the practices theywill encounter in the profession and how technology will change things. Through the understanding of data analysis, critical thinking, and ethical decision making, accounting students can face the challenges brought about by integration of AI in the field (Alderman, 2021). AI’s Impact on Accounting Curricula While AI technologies have evolved, they have changed the way accounting curricula is developed and delivered, and practically rewritten the rules on what skill sets and competencies are relevant in the accounting workplace. (Mei-Ying, 2021; Longinus, 2018). Accounting professionals and educators have recognized the effects of technologies such as machine learning, natural language processing, and robotic process automation on the conventional accounting practices. They do not only perform routine tasks but also improve the efficiency, precision and security of financial reporting, auditing, and other basic accounting functions. (Mei- Ying, 2021; Longinus, 2018). Consequently, the educational system for accounting students’ needs a major change. Accounting programs must now deal with the problem of how-to prepare students for the technical parts of the career. The effect of AI on the education of accounting students includes the changing demand for IT professionals with accounting knowledge instead of the traditional accounting graduates. This shift in employer preferences is in line with the changes that are currently occurring in the accounting profession where the use of AI systems and dataanalysis skillsare increasinglybecoming important. To address this shift, the changes are recommended in the accounting programs’ curricula: increased focus on data analytics, information technology and practical application of AI in accounting. This integration not only increases the employment prospects of the accounting graduates but also makes them capable of working in the dynamic and ever evolving environment of the accounting and finance function in the current times and the future. Furthermore, the application of AI in the accounting classroom has the likelihood of transforming the learning experience of the students. Students who can grasp new information, concepts, or skills at varying speeds can significantly benefit from intelligent adaptive learning systems which contain educational resources that can be delivered in formats best suited to the learner. Such systems are capable of offering learning content on demand, offering guidance whenever there is a deficiency in knowledge, and structuring the educational materials in a more efficient manner for students to grasp accounting concepts more easily. Additionally, AI has also been used in the accounting curriculum for the purpose of developing the students’ skills of ethical decision making (Zhang et al., 2020). This also assists the students to be updated on the different developments within the accounting profession and motivate them to seek further trainings and certifications to improve their skills and employability (Akhter & Sultana, 2018). Conclusion As AI technologies evolve within the accounting profession, it is important to consider how these changes affect the perceptions of accounting students who will eventually work in this field. The current accounting students are working in a dynamic environment where traditional accounting functions are being replaced by AI tools and techniques. This transformation has, therefore, resulted to the raising of eyebrows among the students regarding the future of this field and the skills that they need to cultivate to ensure they are relevant