Financial literacy is widely recognised as a necessary ability for navigating today’s increasingly complicated financial landscape and building individual and societal resilience. This capability is critical in accounting education because it prepares graduates to make smart financial decisions while adhering to ethical standards in professional practice. Despite its significance, the scholarly discussion of financial literacy in accounting education looks scattered, with little insights into its intellectual evolution and thematic approaches. This study uses a bibliometric approach to map the research landscape of financial literacy in accounting education. We used VOSviewer to do performance analysis and science mapping on 277 peer-reviewed publications published between 2001 and 2025, as extracted from the Scopus database. The data shows a significant rise in publications over the last decade, with contributions primarily from the United States, Malaysia, and the United Kingdom. Bibliographic coupling demonstrates that research outputs are scattered over a variety of publications with weak links, implying a fractured knowledge base. Keyword co-occurrence analysis reveals key themes such as “financial literacy,” “student financial behaviour,” and “financial knowledge,” as well as developing subjects like “digital financial literacy” and “entrepreneurial skills.” This study provides a detailed overview of the field’s conceptual framework, making it useful for educators, policymakers, and researchers. It also identifies limitations and potential for expanding the inclusion of financial literacy into accounting curricula worldwide.
Fatzel et al. (Wed,) studied this question.
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