Abstract
This study was designed to uncover perceptions of 230 undergraduate students at a public university in Indonesia, concerning sustainable economic education issues in higher education settings. The results of this study suggested that the respondents held positive beliefs on the issue of sustainable economic education issues. Despite this, they voiced multifaceted perspectives on the refinement of economic teaching practices. This paper ends with suggestions for the stakeholders to improve the quality of classroom teachings which corresponds to the age of industry 4.0.
Highlights
The development of economic activities forced the industrial sector into the industrial 4.0 era
Respondents involved in this study were 230 undergraduate students consisting of 140 male and 90 female students majoring in economic education in a public university in Indonesia
In contrast to groups of young people or adolescents who belong to the millennial generation group, between perspectives, their attitudes and behavior tend to go in the same direction
Summary
The development of economic activities forced the industrial sector into the industrial 4.0 era. This era transforms various processes of production, distribution, and consumption. 139, Nr. 3 continues to increase with the most substantial contribution from the manufacturing sector. Rapid growth in the industrial sector is the impact of increased household income and increasingly diverse patterns and types of public consumption. These conditions lead to an increase in volume, variety of classes, and characteristics of rubbish and waste (Marques, Fuinhas, & Tomás, 2019). The biggest types of businesses that manage B3 waste are mining, energy, and minerals (Purba et al, 2019)
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