This essay critically reviews the implications of generative AI, particularly large language models (LLMs) like ChatGPT, on accounting education (AE). The authors argue that the rapid growth of AI presents significant challenges and opportunities for the accounting academy. They highlight that AI has created a "change-inducing crisis" that can be leveraged to address the uncritical and technical reductionism in accounting education. The essay calls for a renewed focus on the human dimension of accounting, incorporating broader social and critical perspectives. It emphasizes the need for accounting academics to embrace AI in learning and teaching practices to make AE more relevant and meaningful. The authors discuss the current state of AE, the context of generative AI in education, and the potential threats, challenges, and opportunities posed by AI. They argue that AE must adapt to the threats of AI, particularly in assessment and the use of AI in accounting processes, to ensure the discipline remains relevant. The essay also explores how AI can be used to automate mundane tasks, enhance critical pedagogy, and address ethical concerns in accounting education. Finally, the authors conclude that AI presents a unique opportunity to reform AE, moving beyond its current focus on technical, managerial, and financial aspects to a more holistic and critical approach.This essay critically reviews the implications of generative AI, particularly large language models (LLMs) like ChatGPT, on accounting education (AE). The authors argue that the rapid growth of AI presents significant challenges and opportunities for the accounting academy. They highlight that AI has created a "change-inducing crisis" that can be leveraged to address the uncritical and technical reductionism in accounting education. The essay calls for a renewed focus on the human dimension of accounting, incorporating broader social and critical perspectives. It emphasizes the need for accounting academics to embrace AI in learning and teaching practices to make AE more relevant and meaningful. The authors discuss the current state of AE, the context of generative AI in education, and the potential threats, challenges, and opportunities posed by AI. They argue that AE must adapt to the threats of AI, particularly in assessment and the use of AI in accounting processes, to ensure the discipline remains relevant. The essay also explores how AI can be used to automate mundane tasks, enhance critical pedagogy, and address ethical concerns in accounting education. Finally, the authors conclude that AI presents a unique opportunity to reform AE, moving beyond its current focus on technical, managerial, and financial aspects to a more holistic and critical approach.