Empowering Accounting Education: The Application and Impact of Knowledge Graphs

DOI: https://doi.org/10.62517/jhet.202515531

Author(s)

Yan Zhang*

Affiliation(s)

Beijing Institute of Technology, Zhuhai, Guangdong, China *Corresponding Author

Abstract

On the basis of 12 years of teaching experience and research work, the author points out three major challenges existing in accounting education: excessive focus on theoretical knowledge that impedes the application of practical skills, inactive learning environments that restrict critical thinking, and inadequate integration of digital tools that makes students unready for contemporary accounting work. These defects not only reduce the effectiveness of learning but also widen a notable gap between academic training and industrial demands. During the past three years, the introduction of knowledge graphs into accounting courses has become a teaching innovation with observable educational advantages. Practical data obtained from the Principles of Accounting course shows a 30% improvement in students' academic performance after the application of this method. This technical approach enables dynamic mapping of the relationships between concepts, cultivating cognitive structures that are necessary for solving practical problems. At the same time, instructors can make use of intelligent teaching platforms like Chaoxing Learning Platform to build knowledge graphs, carry out interactive teaching methods, and strengthen group cooperation. Regular updates to knowledge graphs play an effective role in narrowing the gap between academic teaching and accounting practice. Although knowledge graphs have great prospects, there are still difficulties in content adaptation, interdisciplinary expertise, and operational maintenance. In spite of these limitations, knowledge graphs have considerable potential to transform accounting education by means of systematic curriculum improvement.

Keywords

Knowledge Graphs; Accounting Education; Technology Integration

References

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