The role of AI integration and governance standards: Enhancing financial reporting quality in Islamic banking
Why this work is in the frame
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Bibliographic record
Abstract
The objective of this research is to investigate the impact of Artificial Intelligence (AI) on improving the quality of financial reporting in the Islamic banking industry. The study is conducted within the theoretical framework of the Unified Theory of Acceptance and Use of Technology (UTAUT). The study utilized Partial Least Squares Structural Equation Modelling (PLS-SEM) to examine the data collected from a sample of 364 professionals working in the field of Islamic banking. The results of our study suggest that Performance Expectancy, Effort Expectancy, and Social Influence are important factors in predicting individuals' Behavioural Intention to use Artificial Intelligence (AI). Additionally, the presence of Facilitating Conditions further enhances the impact of these factors on individuals' actual Use Behaviour. Significantly, it was shown that Use Behaviour played a significant role in determining the perceived quality of financial reporting. Nevertheless, the study did not find empirical evidence to demonstrate the direct influence of Behavioural Intention on Financial Reporting Quality. This implies that the actual implementation of Artificial Intelligence is required to fully realize its advantages. The use of artificial intelligence (AI) into governance frameworks presents a potentially advantageous pathway for Islamic banks to uphold Shariah principles, while concurrently bolstering accountability and fostering ethical banking practices.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it