Simulation-based learning in accounting education: bridging the theory-practice gap for SDG-aligned professional readiness

Purpose This study aims to evaluate the effectiveness of the Accounting Transaction Simulation (AccTranS) in bridging the persistent theory–practice gap in accounting education. Specifically, it examines how simulation-based learning enhances technical competencies, critical thinking and professional readiness, aligning with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth). Design/methodology/approach Adopting a mixed-methods design, the study combined quantitative survey data from 131 undergraduate accounting students at Universiti Sultan Zainal Abidin with qualitative reflections and interviews. Quantitative data were analysed using descriptive statistics, reliability tests, correlation and regression, whereas qualitative data underwent thematic analysis. The study was underpinned by Experiential Learning Theory, Constructivist Learning Theory, the Technology Acceptance Model and Kirkpatrick’s Four-Level Evaluation Model to provide a comprehensive evaluation framework. Findings Quantitative results demonstrate that AccTranS significantly improves students’ mastery of the Malaysian Financial Reporting Standards (MFRS), critical thinking skills and confidence in applying accounting concepts. Regression analysis identified teamwork, critical thinking and technical competence as strong predictors of professional readiness. Qualitative findings reinforced these outcomes, with students emphasising the value of real-world applicability, collaborative learning and enhanced self-efficacy. Together, these results confirm that simulation-based learning not only strengthens cognitive and technical outcomes but also cultivates soft skills and transferable competencies essential for SDG-ready graduates. Research limitations/implications The study was limited to a single institution and used a cross-sectional design, which restricts generalisability and the ability to assess long-term impacts. Future research should use longitudinal approaches, multi-institutional comparisons and explore the integration of emerging technologies, such as artificial intelligence and data analytics, to extend simulation-based approaches to sustainability reporting. Practical implications AccTranS offers a scalable and adaptable model for modernising accounting curricula. The integration of simulation into teaching provides educators and curriculum designers with a pedagogical strategy to bridge the theory–practice divide, enhance student engagement and align graduate outcomes with evolving industry demands and sustainability imperatives. Social implications By equipping graduates with both technical and transversal skills, simulation-based learning contributes to employability, professional readiness and sustainable economic development. It also strengthens the social role of higher education institutions in producing ethical, competent and future-ready accountants. Originality/value To the best of the authors’ knowledge, this study provides the first empirical evidence on the effectiveness of AccTranS, a locally developed simulation tailored to MFRS, through a mixed-methods lens. By integrating multiple theoretical frameworks and highlighting the intersection of pedagogy and sustainability, it advances the accounting education literature and positions simulation-based learning as a transformative approach for SDG-aligned higher education.