Abstract: The research examines undergraduate accounting students' engagement level by exploring the factors and activities influencing a blended learning environment. There is a prevailing view that traditional teaching limits students' active engagement, resulting in accounting courses in universities being seen as difficult, creating negative attitudes and opinions. This is in contrast to the blended teaching approach, which offers enriched educational content and experiential activities through course redesign, providing high technical knowledge and skills that link theory with practice. The present research aims to fill the gap that has been identified in recent years through the emergence of student engagement as an institutional issue in the field of university institutions. The methodological design is mixed (quantitative and qualitative) using a questionnaire, asynchronous training data via Moodle, and individual semi-structured interviews. The survey results showed that blended learning is a potential perspective to increase the engagement of accounting students, developing illustrative activities such as videos, quiz solving, voting participation, and mind maps.

Keywords: Students' engagement, financial accounting, traditional class, blended learning, university, Greece, quasi-experimental design

Pages: 2616-2640