Incorporating emerging technologies into tertiary education accounting courses

This study investigates how emerging technologies are being incorporated into tertiary accounting courses by systematically reviewing literature published between 2015 and 2024. A systematic literature review of peer-reviewed articles indexed in Scopus was conducted, applying inclusion criteria focused on tertiary-level accounting education. The study draws on the Technological Pedagogical Content Knowledge (TPACK) framework, which highlights the interplay between technology, pedagogy, and subject matter expertise in creating effective learning experiences. Using this lens, five interrelated pedagogical strategies that shape curriculum transformation were identified: shifting from passive to active learning, integrating authentic and applied experiences, collaborating with industry practitioners, leveraging instructional platforms for hands-on exposure, and balancing standalone and integrated curriculum designs. Collectively, these strategies illustrate how universities are embedding emerging technologies into accounting education while fostering the technical and professional skills expected of graduates. The findings provide valuable insights for educators globally, highlighting scalable approaches such as practitioner-led initiatives and the use of licensed digital platforms to expand access to enterprise-grade technologies. By moving beyond bibliometric mapping, this study offers a pedagogically focused synthesis that highlights strategies to support learning and guide curriculum reform, advancing teaching excellence and equipping educators to prepare students for the evolving demands of accounting practice.