Digital pedagogical innovation in entrepreneurship education

In the age of digital transformation, teaching practices and professional methods are undergoing unprecedented evolution that fundamentally redefines traditional pedagogical approaches and skills development across various professional domains. This study thoroughly examines pedagogical innovations in entrepreneurship education in Morocco and analyzes their potential implications for transforming auditing practices in a rapidly changing digital context. Through a mixed-methods approach combining qualitative interviews with 45 participants (15 trainers, 15 professionals, 15 learners) and quantitative analysis of performance data from 120 students across 3 Moroccan institutions, this research identifies significant parallels between transformations in entrepreneurship education and auditing practice. The study demonstrates that experiential pedagogical approaches and action-based learning, enriched by strategic integration of digital technologies, foster essential transversal skills for both entrepreneurs and modern auditors, including analytical thinking, technological adaptation, collaborative problem-solving, and informed decision-making in uncertain environments.