Critical analysis of integration of <scp>ICT</scp> and data analytics into the accounting curriculum: A multidimensional perspective

Abstract Undertaking a multistage qualitative approach, this study explores the accounting profession's demands for information communication technology (ICT) skills as well opportunities, challenges and influential factors that academics encounter in embedding ICT data analytics curriculum. We employ content analysis of course syllabi all major Australian New Zealand universities using term frequency‐inverse document frequency (TF‐IDF), survey heads departments (or equivalents) interview members industry. Our findings reveal diverse pedagogical approaches to The also portray gap between university curricula professional bodies' competencies requirements at point collection. As such, future opportunities integration topics related are identified, which should be beneficial practitioners interested future‐oriented curriculum designs fundamental graduates profession.