This study is a continuation of the earlier research of the author in respect of key audit matters (further also referred to as “Key Audit Matters” or “KAM”) reported by auditors of selected listed companies in Poland (WIG 20), Germany (DAX30) and France (CAC 40). The objective of this paper is to summarize and present the results of the research performed in respect of the key audit matters determined and communicated in the independent auditors’ reports issued in conjunction with the audit of the annual financial statements of WIG 20 constituent companies for 2024 and 2025. The research focused primarily on reading reporting requirements in respect of key audit matters relating to audits of historical financial information as defined in the International Standards on Auditing (ISA) and examination of the auditors’ reports issued in conjunction with the audit of the 2024 and 2025 annual financial statements of the WIG 20 constituent companies listed on the Warsaw Stock Exchange (Poland). It was tentatively assumed that both (1) the number and (2) the nature of Key Audit Maters identified and reported in conjunction with the audit of the annual financial statements of WIG 20 constituent companies for 2024 and 2025 will not vary significantly.

Michal SOSNOWSKI

Abstract:

This article addresses the use of simulation games in academic economics education, analysing them through the lens of selected active learning theories and available empirical research on the effectiveness of this teaching method. The Marketplace® "Business Fundamentals" game, a multifunctional business simulation used in economics and management programs, is used as an illustrative case study. The study focuses on three research questions: (1) What is the theoretical
and pedagogical justification for using simulation games in economics education? (2) What learning outcomes can be achieved with this method, and (3) What are its limitations and potential risks? The analysis indicates that simulation games are a valuable complement to traditional teaching methods. However, their effectiveness is contingent on several contextual factors, and the available empirical base remains heterogeneous. The article concludes with recommendations for academic teaching practitioners.