A Bibliometric Mapping of Global Contributions to Accounting Education Literature

This paper offers a bibliometric mapping of the world contribution to the research in the accounting education field between 2000 and early 2025 based on the Scopus database. It examines the patterns of publication, prolific authors, top journals and top institutions, as well as the networks of co-authorship, key word and co-citation. The findings demonstrate a consistent increase in academic production that began to rise significantly after 2020, which is due to the transition to digital and blended learning in the COVID-19 pandemic. Anglophone nations, notably the United States, Australia, and the United Kingdom, make most contributions, although new but low participation comes from Asia, Africa, and Middle East. Thematic evolution places emphasis on those issues of concern that are timeless, like curriculum, assessment, and student performance, and those that are emerging, like online learning, technology integration, and ethics education. This paper has value because it reveals both geographic and intellectual asymmetries and identifies new prospects towards global inclusivity and interdisciplinary integration. Scientific investigations in the future ought to be not only extended to Anglophone settings but also take up theoretical perspectives of the learning sciences and institutional theory, and the new technologies and sustainable learning in accounting curricula.