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This paper provides the theoretical review of the fraud risk characteristics, systematization of the existing fraud knowledge and the causes of fraud occurrence. Moreover, it determines the roles and the responsibilities of managers and auditors in the fraud risk assessments. In addition, risk factors relating to the misstatements arising from fraudulent financial reporting have been examined. According to the results of numerous scientific and expert studies it is obvious that a system of internal controls, including fraud risk assessments as an elementary component of this system, contributes to reducing fraud occurrence. In order to gain information about the factors that could cause fraudulent financial reporting, the empirical research has been conducted on the sample of companies operating in the Republic of Croatia. The respondents, accountants and auditors, revealed how often they meet fraud risk factors.Although, according to respondents' answers, companies rarely encounter circumstances that indicate the possibility of fraud, the obtained data imply that there are possibilities that financial statements contain misstatements as a result of fraud. Examples of circumstances indicating the possibility that the financial statements contain a material misstatement resulting from fraud include: last-minute adjustments that significantly affect financial results, followed by transactions that are not recorded in a complete or timely manner or are improperly recorded as to amount, accounting period, classification, or entity policy and unsupported or unauthorized balances or transactions. The problems, which the accountants most frequently encountered were undue time pressures imposed by management to resolve complex or contentious issues, an unwillingness to address identified deficiencies in internal control on a timely basis and missing documents.

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Background: Constant integration of digital technologies in economic and social life is rapidly and significantly shaping and changing our environment and ourselves. To function in such a world, even in daily routines, it is necessary to possess certain digital competencies. Objectives: This paper aims to examine how university and high-school students of economic orientations from selected European countries self-assess their digital competencies, and to analyse the identified differences. This will enable further understanding of university and high-school students’ digital competencies that can serve as guidance for improving teaching practices and curricula. Methods/Approach: A survey was conducted to collect data that were analysed using non-parametric statistic tests (Mann-Whitney U test and Kruskal-Wallis H test) and Spearman Rank-Order Correlation coefficient. Results: University and high-school students consider to have below intermediate level of digital competencies. High-school students self-assessed digital competencies at a higher level than university students. University students of higher years of study self-assessed digital competencies at a higher level. There is no universal pattern among high-school students of different years of study. University students in the Accounting module and high-school students in the Tourism module assessed their digital competencies at the lowest level in several areas. There is a consistency in self-assessment of digital knowledge and digital skills. Conclusions: The identified below intermediate level of digital competencies and discovered discrepancies indicated the need for educational process improvements to provide university and high-school students with a higher degree of digital competencies. Programming is the most lagging behind in all the observed groups.

Accounting is part of the information system of a company that generates the most important information for the decision-making process. This process should be supported by new technologies to respond to all business requirements. Disruptive technologies change the way of performing business transactions and their implementation in business practice was notably accelerated by the pandemic. In this context, Blockchain technology has been articulated as the future of the accounting profession and there is a growing body of research regarding the impact of the blockchain on accounting practice and the accountancy profession. Many advantages arise from blockchain technology's distinctiveness, but also many risks that need special attention. Consequently, evolving conditions require professional accountants around the world to master new skills related to emerging information technologies. Being accustomed to information technologies is one of the basic prerequisites for the quality service that professional accountants offer to clients. Accounting education, especially at universities, has an important role in forming competent professional accountants and enabling required skills that are an essential part of professional competence. Accounting education has a challenging role in this context to incorporate and transfer knowledge regarding new technologies. This paper aims to analyse the recent research to investigate the impact of blockchain technology on accounting practice. The paper also focuses on the analyses of means of the inclusion of blockchain technology into accounting education and curriculum, by conducting a literature review of relevant sources. Research findings enable further understanding of the implications of blockchain technology in the accounting context, both for accounting practice and accounting education. Results can serve accounting educators since this topic is not sufficiently explored and needs further analysis.