This essay critically examines the potential implications of generative AI, particularly large language models like ChatGPT, on accounting education (AE). The authors argue that the rapid growth of AI presents significant challenges and opportunities for the accounting academy. While AI has the potential to threaten the traditional, technical focus of AE, it also offers a chance to reinvigorate the discipline by incorporating broader social and critical perspectives. The authors emphasize the need for accounting academics to embrace AI in teaching and learning practices to address the long-standing issues of technical reductionism and a lack of critical engagement in AE. They argue that AI-induced change can lead to a more relevant and meaningful accounting education that focuses on the human dimension of the discipline. The essay highlights the need for the accounting academy to lead educational reform, moving away from a purely technical focus to one that addresses the social and ethical dimensions of accounting. It also discusses the challenges posed by AI in assessment and the need for more authentic and critical forms of evaluation. The authors conclude that AI presents a unique opportunity for the accounting academy to transform AE into a more relevant and meaningful educational experience, one that prepares students for the complexities of the modern world. The essay calls for a critical and proactive approach to AI in education, emphasizing the importance of integrating social and critical perspectives into accounting education.This essay critically examines the potential implications of generative AI, particularly large language models like ChatGPT, on accounting education (AE). The authors argue that the rapid growth of AI presents significant challenges and opportunities for the accounting academy. While AI has the potential to threaten the traditional, technical focus of AE, it also offers a chance to reinvigorate the discipline by incorporating broader social and critical perspectives. The authors emphasize the need for accounting academics to embrace AI in teaching and learning practices to address the long-standing issues of technical reductionism and a lack of critical engagement in AE. They argue that AI-induced change can lead to a more relevant and meaningful accounting education that focuses on the human dimension of the discipline. The essay highlights the need for the accounting academy to lead educational reform, moving away from a purely technical focus to one that addresses the social and ethical dimensions of accounting. It also discusses the challenges posed by AI in assessment and the need for more authentic and critical forms of evaluation. The authors conclude that AI presents a unique opportunity for the accounting academy to transform AE into a more relevant and meaningful educational experience, one that prepares students for the complexities of the modern world. The essay calls for a critical and proactive approach to AI in education, emphasizing the importance of integrating social and critical perspectives into accounting education.