Research on the Talent Cultivation Path of Digital and Intelligent Auditing under the OBE Concept
DOI: https://doi.org/10.62517/jnse.202617401
Author(s)
Shiran Shi
Affiliation(s)
Xi'an Innovation College of Yan'an University, Xi'an, Shaanxi, China
Abstract
The era of digital intelligence has prompted the transformation and upgrading of audit talent skill standards. The cultivation of digital audit talents needs to follow the OBE (Outcome-Based Education) concept, reverse-engineering the training path based on job competency standards. On this basis, this study optimizes the digital audit talent cultivation framework, proposing an application-oriented talent training path and a hierarchical optimization strategy that take auditing practical application ability as the core foundation and digital interdisciplinary collaboration as a key approach. The aim is to enhance the cultivation of audit talents in universities and provide multi-skilled talent support for the digital transformation of the auditing industry.
Keywords
Digital and Intelligent Auditing; Interdisciplinary Collaboration; OBE Concept; Four-Dimensional Framework; Progressive Cultivation
References
[1] Shahimi S, Razali M F, Nassir M B D M. Strategic Internal Auditing in the Digital and ESG Era. CRC Press.
[2] Colapinto C, Galimberti C, Repetto M. Auditing AI systems: Integrating ESG principles for sustainable and ethical AI deployment in the EU. Technovation, 2026, 156103600-103600. DOI:10.1016/J.TECHNOVATION.2026.103600.
[3] Lamb B L, Morlino H S, Wright K J, et al. Best practices in higher education from audit faculty in the United States of America. Journal of Accounting Education, 2026, 73101016-101016. DOI:10.1016/J.JACCEDU.2026.101016.
[4] Ruosi J. Research on the Innovation and Teaching Practice of Integrating Artificial Intelligence into Audit Education. Education Research and Innovation, 2026, 2 (5): 68-71. DOI:10.62639/SSPERI13.20260205.
[5] Jo J, Cho M, Kim Y. Continuing professional education in non-Big 4 auditors: implications for audit quality. Managerial Auditing Journal, 2026, 41 (4): 691-717. DOI:10.1108/MAJ-06-2024-4351.
[6] Rawashdeh A, Siam A Y, Idris M. Bridging knowledge and adoption: how students’ AI awareness shapes attitudes toward AI in auditing. Higher Education, Skills and Work-Based Learning, 2025, 15 (6): 1226-1243. DOI:10.1108/HESWBL-09-2024-0287.
[7] Wan, Lei. Research on Auditing Professional Education Based on Generative Artificial Intelligence. Education Research and Innovation, 2025, 1 (3): DOI:10.62639/SSPERI10.20250103.
[8] Cao Y, Liu Y, Lai J. Leveraging Artificial Intelligence in Outcome-Based Education: A Case Study of Undergraduate Auditing Curriculum. Advances in Applied Sociology, 2025, 15 (2): 60-74. DOI:10.4236/AASOCI.2025.152004.
[9] Flint S M. Expansion of analytical methods in auditing education. Journal of Accounting Education, 2025, 70100948-100948. DOI:10.1016/J.JACCEDU.2024.100948.
[10] Kong X, Fu M, Chen J, et al. Research and Application of Innovation and Entrepreneurship Education Reform on Carbon Audit Talent Training under the Background of "Dual Carbon". International Journal of Social Science and Education Research, 2024, 7 (7): DOI:10.6918/IJOSSER.202407_7(7).0013.
[11] Mohamed O, Zhiying H, Yan J. How does movie foster experiential learning in auditing education?. Journal of Applied Accounting Research, 2025, 26 (1): 116-144.