Digital accounting and economics simulations in business education: Preparing future professionals for data-driven economies

Abstract

In today’s data-driven economy, business education must evolve to prepare students for complex financial environments shaped by digital technologies. This conceptual paper explores the integration of digital accounting tools and economic simulations in business education as a pathway to equipping future professionals with essential analytical, technological, and decision-making skills. Grounded in Experiential Learning Theory, the Technology Acceptance Model, and Human Capital Theory, the paper discusses how these tools enhance student engagement, improve learning outcomes, and align curricula with industry demands. It highlights the complementary nature of digital accounting and economic simulations, offering a holistic approach to understanding micro- and macroeconomic decision-making. Despite infrastructural, pedagogical, and equity-related challenges, the paper argues for targeted curriculum reform, faculty development, and public–private partnerships to support effective integration. The study concludes with strategic recommendations for aligning business education with the demands of digital economies, thereby fostering graduate employability, economic resilience, and instructional relevance.