Artificial Intelligence (AI) in Accounting Education: A Scientometric Assessment
DOI:
https://doi.org/10.4301/S1807-1775202522014Resumo
This study conducts a scientometric assessment of research on Artificial Intelligence (AI) in accounting education using data from the Web of Science and Scopus databases. A quanti-qualitative design was applied to 58 articles, analyzed through VOSviewer and Bibliometrix to map publication trends, collaboration networks, keyword structures, and scientometric regularities. Results reveal rapid growth since 2019, thematic consolidation around AI-driven pedagogical innovation, and strong contributions from the United States and China. Lotka’s and Bradford’s laws indicate author dispersion and journal concentration. The findings highlight emerging research fronts and provide implications for curriculum development, educational policy, and future scholarly inquiry.
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