Transforming Accounting Education Through Personalized Learning

Abstract

This study examines how personalized learning strategies can address challenges in accounting education amid globalization, technological advances, and evolving standards. Four key strategies emerged through a systematic review of 40 studies: adaptive learning technologies, personalized feedback mechanisms, student autonomy approaches, and differentiated instruction.

Findings show adaptive technologies enhance engagement through AI-driven content adjustment, while personalized feedback improves accuracy and self-regulation. Student autonomy approaches increase motivation through structured choices, and differentiated instruction accommodates diverse learning styles. When integrated, these strategies create synergistic effects that significantly enhance learning outcomes in a framework grounded in constructivist learning theory.

The study provides practical recommendations including adaptive platforms, task-specific feedback systems, self-directed projects, and tiered assignments. This research contributes to accounting education by offering a structured implementation framework that addresses gaps in personalization integration, curriculum scaling, faculty readiness, and ethical considerations. Future research should examine impacts on student employability, certification success, and cost-benefit analysis in curriculum redesign.

Keywords: Personalized learning, adaptive learning technologies, personalized feedback, student autonomy, differentiated instruction, constructivism, self-regulated learning, cognitive load theory, technology-enhanced learning., accounting education

JEL Classification: M41