Advancing SDG 4: Enhancing Financial Literacy through Interactive Learning Methods in Accounting Education

This study examines how interactive teaching methods affect accounting students' financial literacy in institutions of higher learning and the contribute to the achievement of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Using a PRISMA systematic literature review, the study examines the literature from published peer-reviewed articles extracted from Scopus and Google Scholar databases. The study findings reveal that innovative and interactive learning methods make a positive impact on the financial acumen and academic performance of accounting students in South African institutions of higher learning. The originality of this study consists of conceptualising the interactive learning methods for financial literacy and equitable quality (ILMFLEQ) framework, as it illustrates in a systematic manner how interactive learning methods link to financial literacy and equitable quality education in accounting regarding specific relevance to both the South African higher education context and SDG 4. The practical implication of the study is that collective policy execution at Higher Education Institutions, professional accounting bodies and the government level is crucial to standardise assessment practices to accommodate and support interactive pedagogies and fund sustainable strategic digital transformation initiatives to ensure equitable, quality learning outcomes for all accounting students. The evidence of interactive learning methods is limited to a systematic literature review and different conclusions could be reached by collecting empirical data from accounting learners and instructors.