Economics Curriculum Research Articles

TEACHER’S PERCEPTION ON THE COMPONENTS OF ECONOMICS CURRICULUM

This study investigated teachers’ perception on the components of economics curriculum at the level of secondary school in Bauchi Educational zone. The study has five objectives, research questions and five null hypotheses. The study employed a descriptive survey design. All the economics teachers (113) in the population were selected as samples based on census sampling techniques. An instrument titled “Teachers’ Perception on Economics Curriculum Questionnaire” (TPNECQ) with 35 items measured on a five-point Likert scale was adopted, validated and used for data collection. The instrument was pilot tested and yielded a reliability coefficient of 0.766. To determine differences among the economics teachers, the research hypotheses were tested using one-sample t-test with the help of SPSS version 20.0 at a significance level of 0. 05. Generally, the results of the study indicated that null hypotheses 1 and 5 were accepted. While null hypotheses 2, 3 and 4 were rejected. Based on the findings and conclusions of the study, some recommendations were proffered.

Environmental Economics and Ecological Economics: Historical Evolution and the Current Status

The nomenclatures ‘environmental economics’ and ‘ecological economics’ are frequently utilised interchangeably in academic and policy spheres. While purportedly complementary in certain aspects, these disciplines diverge significantly in various fundamental principles. Environmental economics boasts a lengthy lineage, with its conceptual foundations traceable to pre-classical economic thought. On the other hand, ecological economics emerged more recently, particularly in the post-1980s, articulating ecological and energy-related concepts beyond the purview of neoclassical-based environmental economics. Although the distinctions between these two fields of inquiry in environment–human interactions have been well established in global academia, such delineations remain inadequately articulated within the Indian context. Consequently, the development of environmental curricula in economics departments predominantly revolves around environmental economics, often lacking critical inputs from ecological economics. In some instances, curricula incorporate an amalgamation of theories, concepts, principles and methodologies from both fields, leading to conceptual ambiguity. Furthermore, the lack of awareness among educators and students regarding these distinctions results in the treatment of both fields as synonymous, thereby limiting exposure to critical aspects of the alternative discipline. This article presents a systematic review of the historical evolution of neoclassical-based environmental economics and argues that ecological economics emerged as a ‘reaction’ to reorient the former with relevant inputs from domains such as political ecology and the laws of thermodynamics. The analysis aims to clarify the demarcations between these two significant branches of economic thought in the context of environmental studies.

Research on the training mode of critical thinking in economics curriculum under the background of educational reform

Under the background of the continuous deepening of educational reform, the innovation of teaching methods and models of economics, as a key way to cultivate students' economic accomplishment and thinking skills, is particularly critical. This study focuses on the way to cultivate critical thinking in economics courses under the background of education reform through innovation of teaching mode, adjustment of course content and methods, and establishment of learning assessment and feedback mechanism. The research discusses the direction and requirements of education reform, the uniqueness of economics curriculum and the urgency of cultivating critical thinking. It deeply elaborates on the exploration of critical thinking in economics curriculum, and gives strategies and suggestions for continuously improving this training method, which has far-reaching significance in promoting the teaching innovation of economics course and improving the overall quality of students.

The role of economic sciences in developing entrepreneurial culture among students

Entrepreneurial culture is a cornerstone of innovation and economic growth in the modern era, requiring an interdisciplinary approach to its development. Economic sciences, with their focus on market dynamics, resource allocation, and value creation, play a crucial role in fostering entrepreneurial skills and attitudes among students. This article examines the theoretical foundations, practical applications, and educational strategies that connect economic sciences with the cultivation of an entrepreneurial mindset. Emphasis is placed on how economic education develops critical thinking, risk assessment, and innovative problem-solving capabilities. The paper also explores policy implications and institutional support necessary to strengthen the integration of entrepreneurship into economic curricula. Challenges and opportunities are identified, offering insights into creating a comprehensive framework for entrepreneurial education. The findings highlight the transformative potential of economic sciences in shaping future entrepreneurs capable o

Diversity and Inclusion in Economics in United Kingdom Higher Education

The Equality Act of 2010 provides a legal framework promoting diversity and equity within UK higher education. The Act aims to eliminate unlawful discrimination and ensure fairness, equity, and inclusivity in the United Kingdom. However, several studies have revealed discrimination and a lack of diversity in UK higher education. This study examined the state of diversity and inclusion in the field of economics in UK universities, a discipline highly influential in global policy formulation, using secondary data from the Higher Education Statistics Agency (HESA). The importance of having a diversified economics profession cannot be overemphasized. Greater diversity in economics provides opportunities for people of diverse backgrounds to contribute new and innovative ideas to tackle the ever-changing challenges facing the economy and society. The findings from this study however show that that economics lacks diversity relative to other disciplines such as Law, Art and humanities, languages, management, and social sciences. The field of study is still male-dominated, and the BAEM groups and people from lower socioeconomic backgrounds are also underrepresented. This paper therefore aligned with the call for a targeted mentorship programme for the underrepresented groups in economics, decolonisation and internationalisation of economics curriculum, broadened and inclusive admission policies for economics, and stronger collaboration with specific organisation hiring economics graduates to organise industry-specific workshops on practical industry-relevant skills.

중학교 가정과 교육과정과 교과서에 수록된 사회문제 내용분석

The purpose of this study is to analyze the types and description styles of social problems included in middle school Home Economics(HE) curriculum and HE text books. In this study, content analysis standards were established for social problems in HE through a literature review and analyzed the HE curriculum and HE textbooks of middle school to find out the proportion of social problems covered in HE by types and description styles of social problems. The results of this study are as follows. First, the types of social problems covered in the HE curriculum and textbooks are problems related to quality of life(environment, population, health care) and family and generational problems(family, women, youth, elderly). Types of social problems with low emphasis are structural social problems(urban, poverty, crime). Second, the 2015 revised HE curriculum and textbooks mainly deal with crime, family, and health care problems, while problems of youth, population, environment, and women are slightly covered. Social problems of excessive consumption, dehumanization, information society and social problems of elderly, education, urban, and poverty are hardly covered. In contrast, the 2022 revised HE curriculum deals with problems of environment problems of excessive consumption, dehumanization, information society, youth, health care, crime, family, and women in order. Third, the most common style of describing social problems in the HE curriculum was solutions, followed by simple mentions, causes and results, and actual situations. Descriptive styles for conceptualization and generalization were rarely addressed.

2022 개정 가정과 교육과정의 성취기준에 반영된 인구교육의 학습목표 분석

This study aimed at figuring out whether the home economics courses designed from the achievement standards of 2022 revised curriculum were able to contribute to meeting the population educational goals, based on which suggestions to integrate population education into home economics courses at school were provided. Findings and suggestions from the content analysis of achievement standards of 2022 revised home economics curriculum using the contents system of population education were as follows. First, home economics achievement standards in middle school were likely to contribute to meeting the learning goals related to ‘respect for human’ and ‘family’ domains of population education, but were hardly related to the educational goals in ‘population’ and ‘welfare’ domains. Thus, home economics teachers needed to have sufficient understanding of the achievement standards, which was expected to allow them to design convergence-based courses within home economics courses and with other related subjects. Second, home economics achievement standards in high school covered not only contents in ‘population’ and ‘welfare’ domains, but also reflected mate selection, marriage, parenthood, and parenting in ‘family’ domain. Selection of home economics in high school selective-centered curriculum would strengthen continued population education from middle to high schools. This study is expected to provide useful directions to home economics teachers who are willing to realize population education in school courses.

A Study on the Systematic Changes in Vocational High School Beauty Departments Reflected in the National Curriculum

This study was conducted to analyze and examine the general guidelines of the national curriculum presented at the national level and to propose development strategies for enhanced beauty education. For the study, the curriculum documents were collected and analyzed according to the revision periods, from the 1st period to the 2022 revised curriculum, through the National Law Information Center and the National Curriculum Information Center website The analysis revealed that vocational high schools, which are secondary vocational education institutions, underwent a name change from “industrial high schools” to “specialized high schools” and then to “specialized vocational high schools.” In the context of establishing beauty departments within the specialized subjects, the term “specialized subjects” was first used during the 2nd period. Starting from the 7th period, the beauty department was established within the specialized subjects. Before the introduction of specialized subjects, It was part of the home economics curriculum. The period after the 7th revision was identified as the time when the beauty department and beauty subjects became more structured. During the 1st period, vocational high schools had five main fields: agriculture, industry, commerce, fisheries, and home economics. In the 2009 revision, these fields were reorganized into vocational home economics, agricultural and life sciences, commercial information, and fisheries and shipping. By the 2015 and 2022 revisions, the fields were further divided into 17 subject groups. During the 2007 and 2009 revisions, the subjects of hair beauty, skin care, and makeup were established. Starting from the 2015 revision, the subject name changed from skin care to skin beauty, and nail beauty was introduced as a new subject. Additionally, with the distinction of theory and practical courses under the names “common subjects,” “basic subjects,” and “practical subjects,” the curriculum for beauty programs became more systematic and structured. In the sociocultural context, it is important to understand how the role of vocational education is changing and to identify any issues. Feedback on these aspects should be incorporated into the curriculum.

¿Cómo se forman les docentes de economía en Argentina?

What is the training of economics teachers in Argentina? What situation is observed in the curriculum in the different jurisdictions? What epistemological bias predominates in study the plans? This work proposes to provide a snapshot of teacher training in economics at the Argentine non-university higher level, from an exploration and analysis of the study plans. A comparative analysis of the “field of specific training” of the different economics curricula in the districts that offer the degree and of the contents of the initial subjects of the discipline is presented. The orthodox epistemological bias that predominates in most of the study plans is shown there. This is observed both in what specifically refers to the names of the curricular units of each plan and the contents of the initial subjects, as well as the formation of the curricular mesh of the “field of specific training.” The methodology used was qualitative and consisted of the analysis of official documentation (regulations and jurisdictional curricular designs).

Integrating sustainability in the economics curriculum: Challenges and impact on future decision-makers

Integrating sustainability in the economics curriculum: Challenges and impact on future decision-makers

언어 네트워크를 활용한 가정과 교육과정 비교 분석: 2015 및 2022 개정 교육과정을 중심으로

This study aims to compare the 2015 and 2022 home economics education curricula using a language network analysis, examining changes in core keywords and major topics between these two periods. Keywords from middle and high school home economics curriculum documents of both periods were used to construct language networks, analyzed using centrality measures and topic modeling. The results follow. First, the core keywords of the middle school 2015 revised home economics curriculum were ‘family’, ‘health’, ‘problem’, and ‘solution’, and the core keywords of the 2022 revised home economics curriculum were ‘life’, ‘choice’, ‘environment’, ‘routine’, and ‘change’. In addition, a comparison of six topics extracted by both periods revealed that the 2015 revised curriculum dealt with the contents related to ‘family’ and subject competency (practical problem-solving ability) as core elements, while the 2022 revised curriculum emphasized changes in living environment, daily life, and sustainable choices. Secondly, the core keywords of the high school 2015 revised home economics curriculum were ‘family’, ‘life’, ‘safety’, and ‘problem’, and the core keywords of the 2022 revised home economics curriculum were ‘living’, ‘family’, ‘culture’, ‘life’, and ‘welfare’. An examination of the five topics extracted by both periods confirmed that the emphasis on ‘family’ and ‘safety’ decreased and the influence of content related to life culture, digital environment, and life welfare increased in the 2022 revised curriculum. This study is essential in providing foundational data for developing the next curriculum and offers insights into subject competency, teaching and learning methods, and evaluation.

제4차 산업혁명 시대의 중학교 가정 교과의 3D 프린팅 활용 의생활 메이커 교육 교수⋅학습과정안 개발

The purpose of this study was to develop a teaching and learning plan for clothing maker education in middle schools using 3D printers, one of the key tools of the Fourth Industrial Revolution. This plan aims to revitalize clothing maker education by incorporating maker education programs. The research was conducted in four stages: Analysis, Design, Development, and Evaluation. First, in the analysis stage, the content related to clothing education in the 2015 revised secondary school home economics curriculum was analyzed to derive the elements of clothing maker education and home economics. Additionally, an analysis of equipment suitable for maker education was conducted, leading to the selection of 3D printers and heat transfer printers as maker equipment. Second, in the design stage, the composition of the teaching and learning program based on the TPMS (Tinkering, Practical reasoning, Making together, & Sharing and spreading) model and the selection of media were established. Third, in the development stage, a comprehensive plan was implemented to develop a maker education teaching and learning process that emphasized practical problem-solving. Learning activity sheets, PPT materials, group and self-evaluation forms, and program evaluation tools were also developed. Finally, in the evaluation stage, safety rules were added following expert validation of the teaching and learning plans. Class goals were clarified considering the functions of home economics. The evaluation tools were also revised and supplemented to facilitate student-centered assessment.

중학교 가정교과 인공지능 활용 식생활 교수⋅학습 과정안 개발 및 적용

The purpose of this study was to design a lesson utilizing artificial intelligence in the dietary area of home economics and to investigate the effectiveness of the lesson by implementing it. To achieve the purpose of the study, practical problem-based lessons were selected by analyzing the achievement standards of the home economics curriculum, and strategies using AI were designed and put into the process of practical problem-based lessons to develop a teaching and learning curriculum. This was implemented on middle school students to assess the impact on the three systems of action and to evaluate strengths and areas for improvement. The learning topic is set as “What dietary choices should we make to lead a healthy and self-directed life?” and developed a teaching and learning plan, learning activities, and rubrics for four sessions utilizing generative AI services such as ChatGPT, WRTN, Askup, and typecast. The developed teaching and learning plan was implemented to 170 first-grade students middle school in Gwangju. A paired sample t-test was conducted on the pre- and post-test of the three systems of action, and it was found that there was a significant difference between the pre- and post-test (t=-2.86, p<.05). Students gave positive feedback on the AI-assisted dietary class, as it provided diverse and accessible information for analyzing dietary problems and identifying causes and solutions, and enabled efficient completion of learning tasks.

2022 개정 가정과 교육과정에 따른 시민성 함양을 위한 디지털 미디어 리터러시 교육의 탐색

Objectives This study aims to present a proposal for the application of media literacy education by considering the characteristics and curriculum characteristics of the 2022 revised curriculum, centering on the framework of the 2020 Evaluation Institute study, Application to the Curriculum. Methods This study analyzed prior research on the use of curriculum for digital media literacy education and analyzed the achievement standards and teaching and learning methods based on the content elements for digital media literacy education in elementary and middle school home economics-related content. Results Specific reflection standards were presented for home economics class activities, such as cultivating a critical perspective centered on media cases and utilizing media literacy capabilities to solve problems and practice them. Conclusions This study can provide guidelines to facilitate the application of the 2022 revised home economics curriculum in the field and contribute to the systematization of future curricular digital media literacy education.

Development of a Home Economics Education Program for the Consumer Life Area to Enhance Artificial Intelligence Literacy in Middle School Students

This study aims to develop and validate a home economics education program focused on the consumer life area to enhance artificial intelligence (AI) literacy. To achieve this objective, a 10-session AI-consumer life integration education program was developed by analyzing literature on AI Literacy, AI curriculum, consumer education, and the home economics curriculum for the middle school consumer life area. The program’s validity was assessed by nine teachers using a four-point Likert scale. The average scores for each item and the content validity index (CVI) were calculated. Based on expert feedback, the program was revised and improved accordingly. The expert validity assessment of the lesson plans, teaching materials and learning resources resulted in an average score of 3.78 for all items and an average CVI of 0.96. For the overall program, the expert validity assessment yielded an average score of 3.72 for all items and an average CVI of 0.97. Since the content validity index for all questions was above 0.78, the program demonstrated high validity across achievement standards integration, learning objectives, content and teaching methods, motivation, and volume areas. This confirms its effectiveness as an educational program for enhancing AI literacy. This study is significant in terms of defining and identifying the components of AI literacy, developing an AI-integrated program encompassing the entire consumer life area and confirming the suitability of the home economics curriculum for enhancing digital consumer competencies and promoting sustainable consumption. Additionally, it highlights the potential to integrate AI into the home economics and consumer life area.

Analysis of Factors Influencing Elective Course Selection and Exploration of Strategies to Revitalize Elective Courses in High School Home Economics: Insights from Focus Group Interviews with Home Economics Teachers

As the implementation of the high school credit system and the 2022 revised curriculum approaches, it is crucial to explore specific directions for the future of home economics elective courses. Therefore, this study aims to draw implications for the direction of home economics elective courses by identifying factors that influence high school students’ choices, with a focus on insights from home economics teachers. Furthermore, we aim to investigate strategies that can be used to encourage students to choose home economics elective courses. To accomplish the objectives of this study, we analyzed previous research on course selection factors and conducted focus group interviews (FGI) with seven home economics teachers. As a result, we identified a total of 20 factors that influence students' selection of the home economics elective courses, including "personal preference for the subject", "personal excellence in the subject", "recommendations from friends or seniors", "recommendations from parents", and "recommendations from homeroom teachers". A total of 22 strategies to promote the selection for home economics elective courses were identified through the FGI and presented across different levels: (1) support from home economics teachers and students, (2) the home economics and academic society, and (3) within the school. The findings of this study can serve as foundational research for analyzing the preference of high school students when selecting home economics elective courses. It can also provide a basis for exploring ways to revitalize the selection of newly introduced home economics elective courses in the 2022 revised curriculum, suggesting insights for the development of future home economics curriculum and elective courses.

Evaluating the inclusion of data literacy in undergraduate economics curriculum at research-intensive universities

Undergraduate economics programs prepare students for future careers by developing competency working with data, or data literacy. Our research examined the data literacy components of undergraduate economics programs at R1 and R2 universities in the United States (N = 190). We developed a protocol with core data skills and coded course and program learning outcomes. Economics programs provided a strong foundation in finding, analyzing, communicating, and applying data but generally lacked explicit training in evaluating sources, understanding types of data, and ethical data practices. We created a dashboard to help economics programs benchmark and create plans to increase data literacy.

Evaluating the Impact of Home Economics Teachers' Entrepreneurial Activities on Family Economic Stability and Well-Being in Northeast Nigeria

This study examines the impact of entrepreneurial activities of Home Economics teachers on family economic stability and well-being in Northeast Nigeria. Home Economics, as a field, encompasses various disciplines such as nutrition, home management, and consumer education, aiming to improve the quality of life for individuals and families. In Northeast Nigeria, Home Economics teachers often engage in entrepreneurial activities, leveraging their expertise to supplement their income and enhance their families' economic stability. This study evaluates the extent to which these entrepreneurial endeavors contribute to family income, food security, and overall quality of life. Using a cross-sectional survey design, data were collected from Home Economics teachers across Adamawa, Bauchi, Borno, Gombe, Taraba, and Yobe states. A sample of 200 teachers was selected through multistage sampling. The study employed both descriptive and inferential statistics to analyze the data, including paired samples t-tests and W-statistics to test the hypotheses at a 0.05 level of significance. The findings reveal that entrepreneurial activities significantly enhance family economic stability and well-being. Teachers engaged in ventures such as catering, textile and fashion businesses, and home management consultancy experienced notable improvements in family income, food security, and overall quality of life. The study underscores the importance of supporting entrepreneurial initiatives among Home Economics teachers to foster economic resilience and social development in the region. The results provide valuable insights for policymakers, educators, and community leaders to integrate entrepreneurial education within the Home Economics curriculum, thereby promoting sustainable development in Northeast Nigeria.

소셜 네트워크 분석(SNA)을 활용한 가정교육학의 지식구조 탐색: 한국가정과교육학회지에 게재된 논문을 중심으로

This study aims to explore the knowledge structure of the field of home economics education. To achieve this, the knowledge network of the field of home economics education was analyzed using social network analysis on 758 articles published between 2004 and 2023, focusing on those in the Journal of Home Economics Education Research. The main findings of the study are as follows: First, the knowledge network exhibited charac teristics of a small-world network. Papers on children, family, and career maturity significantly influenced the knowledge structure. Second, the knowledge structure is centered around the home economics subject and curriculum and is organized into four groups. A temporal analysis revealed that the influence of core keywords such as perception, content, unit, home economics teachers, practice, behavior, and influence has decreased, while the influence of curriculum, textbook, and development has shown a trend of increasing. Third, the sub-knowledge structures were identified as seven categories. The study found that the influence of ‘perception and demand for home economics education’ is decreasing, whereas the influence of ‘home economics curriculum and textbooks’ and ‘application of home economics teaching and learning process’ is increasing. Additionally, ‘adolescent self-esteem and family relationships’ and ‘home economics curriculum and textbooks’ were found to be the most influential in the knowledge structure of home economics education. This research is significant as it demonstrates the temporal changes in the core keywords and sub-structures of the knowledge structure within the field, thereby providing a foundation for understanding and expanding the research knowledge structure in the field of home economics education.

Hooked on podcasts: evidence from a quasi-experimental approach

The podcast is a tool that economic educators can employ in the classroom as an alternative approach to convey content. Using a unique quasi-experimental approach in four undergraduate economics classes, we measure student perceptions of podcast use and the effectiveness of the podcast as a pedagogical tool in the economics curriculum. This experiment controls for demographic characteristics, educational background, learning styles, instructor fixed effects, and class fixed effects while measuring the impact of podcast use on student learning outcomes. We find that exam scores of students assigned podcasts to supplement their learning were statistically no different than those of students assigned printed news articles to supplement their learning. However, in terms of perception, students believed they were learning more from podcasts than news articles.