View in EDS HTML Full Text PDF Full Text

The conceptual framework for financial reporting: educational implications.

Saved in:
Bibliographic Details
Title: The conceptual framework for financial reporting: educational implications.
Authors: Souza, Bruno Barbosa de1 (AUTHOR) bruno06bs@gmail.com, Miranda, Gilberto José1 (AUTHOR), Azevedo, Ricardo Rocha de2 (AUTHOR)
Source: Accounting Education. Jun2026, Vol. 35 Issue 3, p375-398. 24p.
Subject Terms: *Accounting education, *Cost, *Constructivism (Education), Accounting, Liabilities (Accounting), Financial statements, International Financial Reporting Standards
Company/Entity: International Accounting Standards Board
Abstract: The Conceptual Framework for Financial Reporting (International Accounting Standards Board – IASB, 2018) encompasses relevant accounting concepts. However, research on international standards has overlooked the educational implications of these concepts. This article addresses this gap by analysing how the inadequate formulation of key concepts in the Conceptual Framework influence accounting education from the lenses of the theory of developmental learning. As a result, inconsistencies are revealed when applying essential elements to comprehend accounting concepts related to income, expenses and equity, which can harm the process of learning concepts. Additionally, the results demonstrate alignment between the concepts of assets and liabilities and their theoretical assumptions. They offer novel insights into a pertinent aspect that has received limited attention from standard setters: the pursuit of a clearer definition for concepts of main accounting elements. Thus, educators could pay more attention to how they work with teaching and learning concepts that consider students' development. Based on the results, we propose insights for the improvement of concepts stated in the Conceptual Framework that should be considered by standard setters when defining concepts during the standards implementation phase, focusing on the learning process of a concept that educators should take into consideration in classes. [ABSTRACT FROM AUTHOR]
Copyright of Accounting Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 194393927
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The conceptual framework for financial reporting: educational implications.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Souza%2C+Bruno+Barbosa+de%22">Souza, Bruno Barbosa de</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> bruno06bs@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Miranda%2C+Gilberto+José%22">Miranda, Gilberto José</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Azevedo%2C+Ricardo+Rocha+de%22">Azevedo, Ricardo Rocha de</searchLink><relatesTo>2</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Accounting+Education%22">Accounting Education</searchLink>. Jun2026, Vol. 35 Issue 3, p375-398. 24p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Accounting+education%22">Accounting education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cost%22">Cost</searchLink><br />*<searchLink fieldCode="DE" term="%22Constructivism+%28Education%29%22">Constructivism (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Accounting%22">Accounting</searchLink><br /><searchLink fieldCode="DE" term="%22Liabilities+%28Accounting%29%22">Liabilities (Accounting)</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+statements%22">Financial statements</searchLink><br /><searchLink fieldCode="DE" term="%22International+Financial+Reporting+Standards%22">International Financial Reporting Standards</searchLink>
– Name: SubjectCompany
  Label: Company/Entity
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22International+Accounting+Standards+Board%22">International Accounting Standards Board</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The Conceptual Framework for Financial Reporting (International Accounting Standards Board – IASB, 2018) encompasses relevant accounting concepts. However, research on international standards has overlooked the educational implications of these concepts. This article addresses this gap by analysing how the inadequate formulation of key concepts in the Conceptual Framework influence accounting education from the lenses of the theory of developmental learning. As a result, inconsistencies are revealed when applying essential elements to comprehend accounting concepts related to income, expenses and equity, which can harm the process of learning concepts. Additionally, the results demonstrate alignment between the concepts of assets and liabilities and their theoretical assumptions. They offer novel insights into a pertinent aspect that has received limited attention from standard setters: the pursuit of a clearer definition for concepts of main accounting elements. Thus, educators could pay more attention to how they work with teaching and learning concepts that consider students' development. Based on the results, we propose insights for the improvement of concepts stated in the Conceptual Framework that should be considered by standard setters when defining concepts during the standards implementation phase, focusing on the learning process of a concept that educators should take into consideration in classes. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Accounting Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194393927
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/09639284.2025.2466423
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 375
    Subjects:
      – SubjectFull: Accounting education
        Type: general
      – SubjectFull: Cost
        Type: general
      – SubjectFull: Constructivism (Education)
        Type: general
      – SubjectFull: Accounting
        Type: general
      – SubjectFull: Liabilities (Accounting)
        Type: general
      – SubjectFull: Financial statements
        Type: general
      – SubjectFull: International Financial Reporting Standards
        Type: general
      – SubjectFull: International Accounting Standards Board
        Type: general
    Titles:
      – TitleFull: The conceptual framework for financial reporting: educational implications.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Souza, Bruno Barbosa de
      – PersonEntity:
          Name:
            NameFull: Miranda, Gilberto José
      – PersonEntity:
          Name:
            NameFull: Azevedo, Ricardo Rocha de
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 09639284
          Numbering:
            – Type: volume
              Value: 35
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Accounting Education
              Type: main
ResultId 1