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Effect of Cryptocurrency Accounting Education on Digital Asset Accounting Knowledge among Accounting Education Students in Nigeria

Abstract

The increasing adoption of cryptocurrencies and other digital assets has created emerging challenges and opportunities for accounting education and professional practice. Digital assets such as cryptocurrencies are increasingly used for investment, payments, transfers, and other financial activities, creating accounting issues relating to recognition, measurement, classification, valuation, disclosure, taxation, record keeping, and financial reporting. Accounting professionals therefore require relevant knowledge and skills to account for digital asset transactions and communicate reliable financial information to users. In Nigeria, the growing relevance of cryptocurrency and digital financial technologies has increased the need for accounting education programmes to expose students to contemporary digital asset accounting concepts. However, limited curriculum coverage, inadequate instructional materials, insufficient practical exposure, and uncertainty surrounding the accounting treatment and reporting requirements for digital assets may create knowledge gaps among accounting education students. Cryptocurrency accounting education provides an opportunity to strengthen students' understanding of digital asset transactions and their accounting implications. Against this background, this study investigates the effect of cryptocurrency accounting education on digital asset accounting knowledge among accounting education students in Nigeria. The study will be anchored on Human Capital Theory, Technology Acceptance Model (TAM), and Constructivist Learning Theory. Human Capital Theory explains how investment in specialized education and emerging technical knowledge can improve students' professional competencies, productivity, and employability. The Technology Acceptance Model explains how students' perceived usefulness and perceived ease of use of cryptocurrency-related technologies and digital asset accounting tools may influence their willingness to learn and apply digital asset accounting concepts. Constructivist Learning Theory emphasizes active participation, practical application, problem-solving, and knowledge construction through meaningful learning experiences, providing a basis for examining how practical cryptocurrency accounting education may improve students' understanding of digital asset accounting. Collectively, these theoretical perspectives provide a suitable framework for explaining how cryptocurrency accounting education may influence digital asset accounting knowledge among accounting education students in Nigeria. The study will adopt a quantitative quasi-experimental or analytical cross-sectional research design. The study population will comprise undergraduate and postgraduate accounting education students enrolled in selected universities and institutions offering accounting education programmes in Nigeria. A multistage sampling technique will be used to select geopolitical zones, states, universities or institutions, faculties or departments, levels of study, and eligible accounting education students. Cryptocurrency accounting education will be assessed using indicators such as exposure to cryptocurrency accounting instruction, frequency and duration of training, cryptocurrency transactions, digital asset classification, recognition and measurement, valuation, impairment considerations where applicable, accounting for gains and losses, disclosure requirements, financial statement presentation, taxation implications, record keeping, digital wallets, blockchain technology, transaction verification, practical accounting exercises, case studies, and digital asset reporting simulations. Digital asset accounting knowledge will be assessed using indicators such as understanding of cryptocurrency accounting concepts, identification and classification of digital assets, recognition and measurement principles, treatment of cryptocurrency transactions, valuation and impairment concepts, accounting for gains and losses, disclosure requirements, financial statement presentation, taxation considerations, record keeping, interpretation of digital asset information, and ability to apply relevant accounting principles to practical digital asset transactions. Data will be collected using structured questionnaires, standardized cryptocurrency accounting knowledge tests, digital asset accounting exercises, scenario-based questions, case studies, financial reporting tasks, and pre-test and post-test assessments where a quasi-experimental intervention is adopted. Descriptive statistics will be used to summarize students' demographic and academic characteristics, previous exposure to cryptocurrency, sources of digital asset information, cryptocurrency accounting education, and digital asset accounting knowledge levels. Inferential statistical techniques, including chi-square tests, paired and independent t-tests, correlation analysis, and multiple regression analysis where appropriate, will be used to determine the effect of cryptocurrency accounting education on digital asset accounting knowledge. Where a quasi-experimental design is adopted, digital asset accounting knowledge scores before and after the educational intervention may be compared with those of a comparison group to determine changes associated with the intervention. Diagnostic tests will also be conducted to assess the reliability, validity, and robustness of the findings. The study is expected to find that cryptocurrency accounting education has a significant positive effect on digital asset accounting knowledge among accounting education students in Nigeria. Students exposed to structured, current, and practical cryptocurrency accounting education are expected to demonstrate stronger knowledge of digital asset classification, recognition, measurement, valuation, disclosure, taxation, financial reporting, and transaction recording than students with limited exposure. Practical exercises involving cryptocurrency transactions may help students understand how digital asset activities can be captured and communicated within accounting records and financial statements. Case studies may also enable students to examine accounting issues arising from cryptocurrency transactions and develop the ability to apply relevant accounting principles to emerging digital asset scenarios. However, limited access to current digital asset accounting resources, insufficient lecturer expertise, rapidly evolving regulatory and accounting requirements, limited practical datasets, technological constraints, and uncertainty surrounding emerging digital asset practices may reduce the effectiveness of cryptocurrency accounting education. The study therefore expects current, practical, technology-supported, and professionally relevant cryptocurrency accounting education to contribute significantly to improved digital asset accounting knowledge among accounting education students in Nigeria. The study is expected to contribute to the literature on cryptocurrency accounting education, digital asset accounting knowledge, accounting education, cryptocurrency, blockchain accounting, digital financial reporting, emerging accounting technologies, taxation of digital assets, and higher education in Nigeria. The findings will provide useful information to the National Universities Commission, universities, accounting education departments, accounting educators, professional accounting bodies, financial reporting regulators, tax authorities, curriculum developers, employers, technology specialists, and policymakers regarding strategies for preparing future accounting educators and professionals for emerging digital asset accounting practices. The study will also provide evidence-based recommendations for incorporating cryptocurrency and digital asset accounting into accounting education curricula, updating instructional materials, strengthening lecturers' knowledge of emerging accounting technologies, incorporating practical digital asset accounting case studies into accounting courses, improving access to relevant digital asset accounting resources, promoting university-industry collaboration, and ensuring that accounting education students develop the knowledge required to account for and report digital asset transactions effectively in Nigeria.

Keywords: Cryptocurrency accounting education, digital asset accounting knowledge, accounting education students, cryptocurrency, digital assets, blockchain accounting, digital financial reporting, accounting education, emerging accounting technologies, Nigerian universities, Nigeria.