<![CDATA[The development of educational technology provides opportunities for more active, interactive, and contextual learning. In accounting education, students need more than memorization; they must understand information, analyze transactions, and apply concepts to solve problems. This study aims to examine the use of case-based digital quizzes and their relationship with constructivist principles in accounting education. The research employed a literature review method with a descriptive qualitative approach. Data were obtained from scholarly publications concerning digital quizzes, case-based learning, accounting education, digital assessment, and constructivism. The analysis involved identification, selection, reading, categorization, comparison, and synthesis of relevant information. The findings indicate that case-based digital quizzes can support active learning because students are required not only to answer questions but also to understand cases, identify problems, analyze information, apply concepts, receive feedback, and reflect on their learning. Case-based activities help students connect accounting concepts with contextual situations, while digital media supports interactive question delivery and immediate feedback. Gamification elements can also increase student engagement in assessment when they are designed according to learning objectives. Therefore, case-based digital quizzes can serve as an alternative approach to accounting education that is consistent with constructivist principles. This approach positions students as active learners who construct understanding through experience, analysis, problem solving, and reflection. Lecturers can support this process by providing guidance and facilitating learning activities. The integration of digital media, contextual cases, and constructivist learning principles can consequently make accounting learning more meaningful and encourage students to develop deeper conceptual understanding.]]>
