The ACES project held its 3rd Consortium Meeting at the European University Cyprus (EUC) in Nicosia on September 10–12, marking a significant milestone in the project’s progress. The meeting focused on key developments within the ACES project, particularly the teaching materials for three core modules: Business Modules, Managerial Accounting, and Financial Accounting (WP3), and piloting and pedagogical experiments of the innovative pedagogical elements (WP4).
These modules form the backbone of the ACES Project and encompass comprehensive curricular frameworks for each subject area. The teaching materials presented include a variety of resources such as lectures, case studies, class exercises, templates, peer and teacher feedback, as well as the elaboration of microcredential. Designed to support both synchronous and asynchronous learning, the materials also introduce innovative pedagogical elements to address the existing gap in circular accounting education within European higher education institutions (HEIs).
In addition to showcasing the teaching resources, the meeting focused on evaluating the quality and effectiveness of the innovative pedagogical methods integrated into each module, developed under Work Package 4 (WP4). Special attention was given to the application of Simon Kavanaugh’s (2019) Learning Arch Design Method, a teaching approach structured around the principles of SET, HOLD, and LAND. This method ensures a well-rounded learning experience, beginning with the SET phase, which introduces the learning objectives, followed by HOLD activities that actively engage students, and concluding with LAND, a structured wrap-up that reinforces key takeaways.
The Consortium Meeting in Cyprus not only marked significant progress in the development of ACES teaching materials but also facilitated valuable discussions on enhancing the pedagogical value and relevance of circular accounting education in European HEIs.