Beyond the Numbers—Stakeholder Perspective on Critical Thinking in Accounting Education

Robotic process automation, data analytics abilities and artificial intelligence, among other technological advances, have increased the volume of data usage and applications. The increase in data is affecting various industries and roles, including accounting. Accountants are now required to collect, analyse, and transform data quickly and efficiently, with fewer errors and more insightful information for decision-making. The literature indicates that, now more than ever, accountants need critical thinking and problem-solving skills to navigate these new roles brought about by the changes in the technological landscape. However, developing these skills in accounting programmes has been challenging due to a lack of alignment in critical thinking. This study aimed to develop an aligned definition of critical thinking in accounting based on interviews with three important stakeholders: academics, professional bodies, and employers. The study employed a two-phase sequential approach, beginning with an SLR of 14 articles, to examine how CT is conconceptualised. Phase 2 employed thematic analysis, yielding seven themes regarding how critical thinking is understood as a process-orientated construct. The results indicate that CT in accounting is defined as a structured and iterative process involving problem definition, data evaluation, data transformation, decision-making, and communication, underpinned by reflective and inquisitive dispositions.