Accounting education in Libya: analytical theory study within 2000-2021

Abstract

This review of the accounting education literature includes 37 articles published during (2000-2021) in many journals and conferences. We update prior accounting education literature reviews by organizing and summarizing contributions to the accounting education literature made during (2000-2021). Articles are categorized into four sections corresponding to traditional knowledge bases: (1) curriculum and instruction, (2) instruction by content area, (3) educational technology, and (4) students, and  faculty staff. Research rigor of the empirical articles is discussed and critiqued. Suggestions for research in all areas are presented. Articles classified as instructional resources and cases published in many journals and conferences  during (2000-2021)are listed in appendices categorized by the relevant content area. One of the most important results of the study is the reliance on the traditional method of accounting education, the weakness and shortcomings of the accounting education curricula, and the tools lack of learning.