PREPAREDNESS OF HIGH SCHOOL STUDENTS FOR ARTIFICIAL INTELLIGENCE IN ACCOUNTING: INSIGHTS FROM SCHOOLS IN SOUTH AFRICA

This paper examines how prepared South African high school students are to interact with Artificial Intelligence (AI) in accounting education and potential accounting careers. A quantitative approach was used for this research. Information was gathered through a structured questionnaire distributed to accounting students in chosen South African high schools. Statistical methods, both descriptive and inferential, were utilised to analyse students' awareness, opinions, digital abilities, and readiness for AI integration in accounting education. The results indicate that students generally have positive attitudes toward technology and acknowledge the increasing importance of AI in the accounting field. However, there are notable deficiencies in students' grasp of AI concepts, practical digital competencies, and exposure to AI-related topics in the accounting curriculum (Sikhakhane, MGovender, & Maphalala, 2021). Inadequate digital resources and insufficient teacher readiness were highlighted as significant obstacles to effective AI integration. The outcomes suggest that although students are open to AI-driven learning, they need more educational assistance and technological support to develop relevant skills. This paper adds to the growing body of knowledge on AI preparedness in accounting education by concentrating on high school students, a group that has been relatively unexplored in the South African setting. The findings offer valuable insights for educators, policymakers, and curriculum planners aiming to align accounting education with the requirements of the Fourth Industrial Revolution (4IR) and the upcoming digital work environment.