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FACTORS INFLUENCING INNOVATION IN ACCOUNTING EDUCATION TO
FOSTER HIGH-QUALITY HUMAN CAPITAL IN VIETNAM'S DIGITAL ECONOMY

Nguyen Thi Thu Hang* , Le Thi Binh , Tran Thi Thanh Tam 3
1
2
1, 2, 3 University of Economics and Industrial Engineering, Hanoi, Vietnam.
(*E-mail: thuhang@uneti.edu.vn)

ABSTRACT
The advancement of accounting education to cultivate high-caliber human resources
within the framework of the digital economy is an essential need for higher education
institutions in Vietnam. This study seeks to identify factors that affect innovation in
accounting education and to propose implications for enhancing the integration of digital
technology in university teaching activities. Data were gathered from 295 credible
participants of accounting lecturers and third- and fourth-year accounting students. Analysis
employing a multiple regression model indicates that six factors positively influence
innovation in accounting education: digitally orientated curriculum, the application of digital
technology in pedagogy, organizational support, lecturers' digital competence, Network
Information Infrastructure, and collaboration between educational institutions and
businesses. The research findings offer a scientific foundation for educational institutions to
enhance innovation in accounting instruction to align with the demands of the digital
economy.
Keywords: Human resources; digital economy; pedagogical innovation..

1. Introduction
The swift advancement of digital technology in recent decades has induced significant
alterations to the framework and functioning of the global economy. Technologies include
artificial intelligence, big data, cloud computing, blockchain, and automation are propelling
the shift to a digital economy, wherein data and technology are fundamental components of
growth and innovation. The World Bank (2021) asserts that the digital economy is
significantly transforming the methods by which organisations and businesses generate
value. Concurrently, it imposes new requirements on the calibre and competencies of the
workforce. In this context, cultivating a highly competent and adaptable workforce has
emerged as a primary objective of the higher education system.
The advancement of accounting information systems, enterprise management
software, and data analytics technology has profoundly transformed traditional accounting
practice. Numerous repetitive accounting tasks have been automated via technology
systems, while the responsibilities of accountants have progressively broadened to
encompass data analysis, financial consulting, and management decision support (AlHtaybat
et al., 2018). This indicates that accounting human resources must possess not just
professional expertise but also digital competencies, analytical acumen, and adaptability to
the technological landscape. Consequently, higher education institutions are essential in
preparing accounting professionals to satisfy the requirements of the labour market in the
digital era. Numerous studies indicate that university accounting pedagogy predominantly
emphasises the dissemination of theoretical knowledge, failing to align with technology
advancements and the practical requirements of enterprises (Pan & Seow, 2016).
Consequently, fostering innovation in accounting education is deemed a pressing necessity

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