Accounting education is undergoing rapid transformation due to digitization, evolving assurance and reporting standards, sustainability and integrated reporting demands, and shifting employer expectations toward analytical, ethical, and technology-enabled competencies. In response, accounting faculty are adopting pedagogical innovations that move beyond lecture-dominant instruction to student-centered, practice-integrated, and evidence-informed approaches. This research article develops a conceptual synthesis of pedagogical innovations used by accounting faculty, organizes innovations into a structured typology (technology-enabled learning, experiential and work-integrated learning, authentic assessment, case- and problem-based learning, research-led teaching, and inclusive learning design), and proposes an integrative “Innovation-to-Impact” framework to explain how innovations translate into learning outcomes such as professional judgment, skepticism, digital literacy, ethical reasoning, and employability. The paper further outlines implementation pathways, assessment rubrics, and institutional enablers, while highlighting constraints including faculty workload, resource disparities, assessment integrity challenges, and uneven digital readiness. The article contributes a practice-oriented roadmap for educators and administrators seeking to redesign accounting curricula and classroom practice aligned with contemporary professional demands..