Adhitya Amarulloh, Nur Rizki Wijaya, Khusnul Khotimah
Artificial Intelligence tools have increasingly found their way into classrooms, and products such as OpenAIs ChatGPT are now stirring debate among educators about personalized learning. However, evidence from Indonesian vocational accounting programs remains scarce. This study was, therefore, designed to test the chatbot as a real-Time teaching assistant in that narrow setting. Researchers conducted semi-structured interviews with twelve accounting teachers spread across six East Java vocational schools. Most instructors reported that the software quickly generates answers to routine questions, grades short assignments, and spares them some of the duller clerical work. Many also noted that, when asked for deeper pedagogical help, the bot still struggles to navigate the messier edge cases that bookkeeping invariably produces. Discussions soon turned to ethics; several participants worried aloud about students gaming the system or lifting code snippets without attribution. Infrastructural hurdles followed close behind: spotty Internet, outdated computers, and uneven digital literacy kept reappearing as brake lines. After weighing the promise against these obstacles, the study calls for pilot projects that pair technical fixes with deliberate lesson design work. Longitudinal research should be followed to measure how, or if, AI reshapes practice once the initial buzz wears off. © 2025 IEEE.
State University of Surabaya, Educational Technology, Indonesia; Accounting State University of Surabaya, Indonesia
