On a global scale, technological developments have affected the field of educational technology, while at the same time economic instability and pandemic crises have reshaped the science of accounting. These events have created a new context in higher education adopting more modern teaching approaches such as blended learning, while the integration of artificial intelligence has increased. It is observed in several university institutions in the accounting courses an intense effort of the professors to improve the performance of their students, through a more experiential educational experience. It is a fact that, as long as blended teaching practices are adopted, student-centeredness is promoted, giving students the opportunity to deeply understand the concepts and application of accounting. The contribution of the present study lies in this entire spectrum and comes to illuminate precisely these challenges that arise from the stormy and rapid technological flow in the field of education. The research is a case study with a quantitative methodology, focusing on the performance of first-year accounting students, through a comparison of the control group and the experimental class in the light of the implementation of a blended environment. The findings of the research showed that while there was no significant statistical difference in student performance between the two classes, however, there was a much more improved picture in the blended class in terms of achieving scores with a 10" excellent" designation. Today's highly digital literate students need to engage with technology-based educational practices that help them both gain deeper understanding and achieve higher grades.