Can ChatGPT be a knowledgeable and accurate ethical accountant? Assessing the overall usefulness of ChatGPT’s answers to ethical dilemmas

Q1 Social Sciences
Journal of Accounting Education Pub Date : 2026-06-01 Epub Date: 2025-11-09 DOI:10.1016/j.jaccedu.2025.101000
Fábio Albuquerque , Paula Gomes dos Santos
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引用次数: 0

Abstract

This paper aims to assess the overall usefulness of ChatGPT regarding ethical dilemmas in accounting by exploring the tool’s ability to produce accurate answers, as well as reliably and properly identify the relevant legal frameworks in its justification. This study employs a quasi-experimental method and an exploratory perspective to evaluate ChatGPT 4.0′s responses to questions from the Portuguese Order of Certified Accountants exams. Consistency and robustness tests were conducted by varying and repeating the prompts, and the outputs (ChatGPT responses) were assessed through a content analysis method by comparing them with official answer keys (accuracy) and their justification (legal frameworks). The findings indicate that, throughout the process, ChatGPT’s performance is influenced by prompt design and repetition, and it consistently lacks accuracy, namely when professional judgment is required. Besides, although it is generally capable of recognising the relevant legal frameworks, its justifications were usually vague. Moreover, whenever more precise answers were provided, evidence of hallucinations was commonly found. Therefore, while the responses are often persuasive and structured, their reliability is limited, raising concerns about the model’s epistemic soundness and reducing its overall usefulness, which highlights the need for users to exercise caution when relying on their outputs. To the best of the authors’ knowledge, this is the first research to analyse in depth the characteristics within ChatGPT responses, specifically regarding professional ethics in an accounting proficiency exam. This study offers empirical evidence on ChatGPT’s limitations and potential as a supplementary tool in accounting ethics. It contributes to ongoing debates about the role of generative AI in professional education and practice, providing insights for educators and practitioners regarding its responsible and cautious integration. While promising as a discussion aid, ChatGPT still cannot replace the critical thinking and contextual reasoning required for ethical decision-making.
ChatGPT能成为一名知识渊博、准确、有道德的会计师吗?评估ChatGPT对道德困境的答案的总体有用性
本文旨在通过探索该工具产生准确答案的能力,以及在其理由中可靠和适当地识别相关法律框架,来评估ChatGPT关于会计道德困境的总体有用性。本研究采用准实验方法和探索性视角来评估ChatGPT 4.0对葡萄牙注册会计师考试中问题的回答。通过改变和重复提示进行一致性和稳健性测试,并通过内容分析方法通过将输出(ChatGPT响应)与官方答案键(准确性)及其合理性(法律框架)进行比较来评估输出(ChatGPT响应)。研究结果表明,在整个过程中,ChatGPT的性能受到提示设计和重复的影响,并且始终缺乏准确性,即在需要专业判断时。此外,虽然它一般能够识别相关的法律框架,但其理由通常是模糊的。此外,每当提供更精确的答案时,通常会发现幻觉的证据。因此,虽然这些回答通常是有说服力的和结构化的,但它们的可靠性是有限的,这引起了人们对模型的认知合理性的担忧,并降低了它的总体有用性,这突出了用户在依赖其输出时需要谨慎行事。据作者所知,这是第一个深入分析ChatGPT回应特征的研究,特别是关于会计能力考试中的职业道德。本研究为ChatGPT作为会计伦理补充工具的局限性和潜力提供了实证证据。它有助于正在进行的关于生成人工智能在专业教育和实践中的作用的辩论,为教育工作者和从业者提供关于其负责任和谨慎整合的见解。虽然ChatGPT有望成为讨论辅助工具,但它仍然不能取代道德决策所需的批判性思维和上下文推理。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Accounting Education
Journal of Accounting Education Social Sciences-Education
CiteScore
4.20
自引率
0.00%
发文量
27
期刊介绍: The Journal of Accounting Education (JAEd) is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide. The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education. The Journal includes four sections: a Main Articles Section, a Teaching and Educational Notes Section, an Educational Case Section, and a Best Practices Section. Manuscripts published in the Main Articles Section generally present results of empirical studies, although non-empirical papers (such as policy-related or essay papers) are sometimes published in this section. Papers published in the Teaching and Educational Notes Section include short empirical pieces (e.g., replications) as well as instructional resources that are not properly categorized as cases, which are published in a separate Case Section. Note: as part of the Teaching Note accompany educational cases, authors must include implementation guidance (based on actual case usage) and evidence regarding the efficacy of the case vis-a-vis a listing of educational objectives associated with the case. To meet the efficacy requirement, authors must include direct assessment (e.g grades by case requirement/objective or pre-post tests). Although interesting and encouraged, student perceptions (surveys) are considered indirect assessment and do not meet the efficacy requirement. The case must have been used more than once in a course to avoid potential anomalies and to vet the case before submission. Authors may be asked to collect additional data, depending on course size/circumstances.
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