Teaching Of Economics Research Articles

“课程思政”理念下环境经济学教学改革研究

“课程思政”理念下环境经济学教学改革研究

Economics: In Search of Relevance and Excellence in University Teaching in Sri Lanka

This is an essay on Chapter 4, ‘Economics: In Search of Relevance and Excellence in University Teaching, of the book “Beyond Boundaries: One Hundred Years of Humanities and Social Sciences in Sri Lankan Universities; Volume II: Social Sciences / Premakumara de Silva. [et al.] University Grants Commission, Government Press, Colombo: 2021, 282 pp. (ISBN 978-624- 5980-02-4)” reviewed as a commentary on the evolution of tertiary-level Economics Education under the umbrella of Social Science Education in Sri Lanka. This essay will provide an in-depth and holistic analysis of the content of Chapter 4, highlighting the interconnectedness of most of the disciplines in the social sciences. The chapter attempts to blend the historical orientation of economics with contemporary historical, philosophical, and political developments by taking the reader back in time through the Evolution of Economics teaching in Sri Lanka from university college days to what it is today. It is not unreasonable to conclude that the socio-political culture of the country, together with a lack of knowledge about basic economics, among other things, have been instrumental in leading Sri Lanka to its present predicament. Therefore, understanding and analysing the evolutionary process of economic education has never been more important for Sri Lanka, especially if the country is determined to avoid repeating the same mistakes in the future.

Book Review "The Economics Anti-Textbook: A Critical Thinker’s Guide to Microeconomics Authors: Rod Hill and Tony Myatt"

The book titled "The Economics Anti-Textbook: A Critical Thinker’s Guide to Microeconomics" by Rod Hill and Tony Myatt offers a thorough critique of mainstream microeconomic theories typically presented in traditional textbooks. Structured with a unique approach, each chapter is divided into two sections: the standard text and the critical text title. This dual presentation provides readers with an insightful comparison, where the authors systematically challenge and question the assumptions and narratives commonly found in economic education. The book covers a wide range of topics, including market structures, efficiency, externalities, income distribution, government intervention, and globalization. Notably, the authors debunk the idealization of perfect competition, underscore the importance of externalities and market failures, and scrutinize the marginal productivity theory of income distribution. Furthermore, they analyze the impact of government policies on income redistribution and assess the implications of global trade and globalization. Throughout the book, the authors advocate for a more nuanced and realistic understanding of economic phenomena, urging readers to incorporate ethical considerations, environmental concerns, and power dynamics into their economic analyses. This review provides a comprehensive overview of the book's central themes, emphasizing its unique structure and critical perspective on traditional economic teachings.

Research on the Model and Design of Experimental Teaching in Management Economics

As an innovative teaching method for management economics, experimental teaching in management economics is not only an effective means to change traditional "cramming" teaching, but also an important intermediary to achieve close connection between theoretical knowledge and enterprise practice. The goal of experimental teaching in management economics is to enable students to proficiently apply economic theory and related software to analyze and solve practical problems in enterprises through classroom simulation experiments. In the process of exploring and implementing experimental teaching in management economics, corresponding experimental modules can be designed according to needs, and the teaching mode should adopt the "autonomous classroom simulation experiment" mode. At the same time, it is necessary to pay attention to solving four key problems.

Reflection on the Reform of National Economics Teaching Model

National economics has different disciplinary origins both domestically and internationally, and this discipline has strong complexity and comprehensiveness. There are four problems in the teaching mode of national economics in China, including a one-way indoctrination teaching mode, unclear curriculum levels, closed curriculum organization form, and outdated teaching methods. In this regard, the following paths should be taken to promote the reform of the teaching mode of national economics, namely establishing a people-oriented teaching concept, strengthening the setting of courses at different levels, tracking the latest teaching theories, selecting appropriate teaching modes, and emphasizing the development and use of teaching methods.

The Implementation Of Two Stays Two Strays Strategy To Improve Students’ Economic Literacy In Class X-10 MAN 1 Pasuruan

In response to the results of the Program for International Student Assessment (PISA) survey released by the Organization for Economic Co-operation and Development (OECD) in 2019, that Indonesia ranks 62nd out of the 70 lowest countries with low literacy levels, the government is very concerned about launching the School Literacy Movement (GLS). This Classroom Action Research (CAR) was carried out as an effort to improve the literacy skills of students in class X-10 MAN 1 Pasuruan in the even semester of the 2022-2023 school year. The formulation of the problem is (1) how is the implementation of the Two Stays Two Strays (TSTS) strategy to increase the literacy skills of Business Entities in the Economy subject at class X-10 MAN 1 Pasuruan? and (2) to what extent can the TSTS strategy increase the literacy skills of Business Entities in the Economy subject at class X-10 MAN 1 Pasuruan? Based on the results of the implementation of cycle 1 and cycle 2, the researcher concluded; first, the implementation of the TSTS strategy in class X-10 MAN 1 Pasuruan can be fully (100%) implemented according to the guidelines in the literature review. Second, the implementation of the TSTS strategy can significantly improve the literacy skills of students in class X-10 MAN 1 Pasuruan both in cognitive and psychomotor aspects. In the cognitive aspect there was a very significant increase from cycle 1 to cycle 2. The same thing also happened in the psychomotor aspect. Thus, the second and third indicators of success where the mean score of X-10 class on the cognitive and psychomotor aspects of > 80% is well fulfilled. Suggestions for further research, first, the TSTS strategy is very appropriate to choose in the teaching and learning process of economics and other subjects that have a large amount of material, because this strategy is able to improve students' literacy skills so that they master the subject well. Second, for future researchers it is recommended to combine it with other strategies in order to obtain a more optimal increase in literacy.

Applying Bandura's Theory of Self-Efficacy to assess the perceptions of Pre-service Economics teachers concerning teaching using graphs

This qualitative study examined the Self-efficacy perceptions of preservice economics teachers regarding teaching with graphs. Understanding graphs have a major role in future teaching practices however learners find it challenging understanding economics graphs. Using a structured interview of 55 pre-service secondary school teachers, economics self-efficacy items by Bandura self-efficacy framework was used to analyze the data. The study found that student teachers are not confident to teach using graphs but have positive attitude to learn how to plot and interpret graphs. The teaching practices of high school teachers were found to have influenced the low-self-efficacy of most of the participants though they look forward to teaching using graphs. Most participants agreed that plotting, understanding, and interpreting data from graphs as well as presenting information graphically are key skills that all economics teachers and students should master. The research concludes that both high school economics teachers and preservice teachers should be equipped with the necessary skills to understand graph presentation because they both grapple with interpreting and plotting graphs. The research contributes to improving the way graphs are taught because economics teachers must be comfortable with graph presentations. Higher education institutions should increase their effectiveness when teaching introductory economics courses by finding creative ways to help students understand graphical representations of economics content. It is recommended that Teacher Education programs should emphasize the importance of graphs in the teaching of economics and empower student teachers with the necessary skills.

Enhancing teachers’ digital skills in teaching of economics in south african secondary schools

The ICT integration in teaching and learning of economics survey indicates that it is only in seven countries that 40 % to 50 % of learners in grades four to twelve were taught by digitally skilful teachers who had minimum access to ICT, with very minimal difficulties to use ICT tools in schools, (EU-LLP, 2020). This contributes largely to learners’ lower academic performance and hinders the effective teaching of economics in South African schools and thus forfeits the objectives of ICT usage in teaching and learning. Little is known about how teachers’ ICT skill deficiency can be addressed. In closing this knowledge gap, we investigated how can teachers’ digital skills be enhanced and how the Economics CAPS document can be amended to guide teachers towards a successful ICT integration. Guided by an interpretive paradigm, this qualitative study employed a case study design. Four schools were purposively sampled, document reviews and semi-structured interviews were used for data collection. We found professional learning communities, continuous professional development and the introduction of ICT champions as contrivances in enhancing teachers’ digital skills. CAPS was reported imperceptible on how teachers can resourcefully utilise ICTs, thus restructuring, such that direct video conferencing links, and Moodle be incorporated to support teachers becoming techno-savvy and self-motivated individuals who innovative facilitators of ICT mediated lessons were recommended. Furthermore, policymakers, department and government should outsource funding to ensure that equipment needed for ICT integration is available and consider ongoing training for economics teachers which has implications for addressing worldwide ICT learning challenges.

Practical Exploration of Integrating Ideological and Political Education into Engineering Economics Teaching

Engineering economics is one of the core professional courses offered in engineering majors, which is of great significance in cultivating students' basic engineering literacy and management decision-making ability. In the context of the "Three Comprehensive Education" and curriculum ideological and political education, curriculum teaching has become an important battlefield for universities to achieve their educational goals. It is imperative to integrate ideological and political elements into the teaching of engineering economy courses. Starting from the nature of engineering economics courses, this article points out the problems in traditional teaching of engineering economics, explores the integration methods and specific practices of ideological and political elements in professional course teaching, and makes course teaching the main channel for "three comprehensive education", effectively improving the effectiveness of ideological and political education.

Transforming economics towards tackling teachers' challenges in teaching economics: A case of selected schools in buffalo city metropolitan South Africa

Introduction/Purpose: Economics is a dynamic subject whose students use the contents to address real-life problems. Therefore, this paper examines the transformation of economics to tackle teachers’ challenges in the teaching of economics. 
 Design/Methodology/Approach: This paper used a qualitative research technique to collect information from teachers based on a phenomenological research design. A purposive sampling technique was used to select 12 teachers of economics in 6 selected schools in Buffalo City. A semi-structured interview was used to elicit information from the respondents and the data were analysed using a thematic approach.
 Findings: The study identifies certain notable issues including imprecise economics curriculum materials and learners' inability to demonstrate interest due to various statistics and data components of the subject. Teachers' participation in professional development activities such as seminars, in-service training and workshops for knowledge updates is one of the solutions offered to overcome these difficulties.
 Limitation: This paper uses only 12 economics teachers from Buffalo City metropolitan municipality. Larger samples can be used in another municipality. A quantitative approach can be used to accommodate representative samples.
 Practical Implications: Teachers are expected to be at the forefront of disseminating the contents of the subject appropriately because a teacher can only give what he or she has. Teachers should be proactive and current with the recent developments in the nation and be technologically compliant.
 Contribution to the Literature: This paper contributes to the literature by highlighting practical solutions to the challenges teachers face during the teaching of economics.

Reinforcement Learning Technology Applied to the Innovative Model of Informatisation of Classroom Teaching in Educational Economics

Abstract This paper constructs the architecture of the online teaching platform for education economics based on the MVC pattern coupled with three-tier architecture. The optimal value function is solved through the experience playback mechanism and the strategy function of reinforcement learning, and the value function is used to realize the update of the deep Q learning parameters, which is used to realize the guided teaching of students in the platform. A test analysis was conducted to verify the effectiveness of using the online teaching platform for education economics courses. The results show that the waiting time for teaching resource requests in the 0-3s range of this paper’s platform is 29.71% and 51.56% lower than that of the B/C and Web platforms, respectively. The mean value of students’ learning attitude toward the platform was 108.558, and the highest satisfaction score was 0.7088. The online teaching platform can effectively improve students' learning attitude and promote the innovation of information technology in education economics classroom teaching.

Enhancing Economics Education Through Digital Resources and Online Learning

The integration of technology into education has reshaped traditional teaching methods, especially in the field of economics education. Digital resources and online learning platforms offer novel ways to enhance the learning experience, bridging the gap between theoretical concepts and real-world applications. This systematic review critically examines the impact of technology on economics pedagogy, aiming to uncover both the potential benefits and challenges. However, challenges related to accessibility, equitable technology access, instructor presence, and effective pedagogical strategies persist. Through a meticulous screening, 17 relevant and high-quality research articles were selected from a pool of 358. These articles offer diverse perspectives, exploring e-learning effectiveness, engagement through simulations, flipped classroom approaches, student motivation, digital literacy, and accessibility. Collectively, the studies highlight the potential of digital resources to enhance engagement, learning outcomes, and accessibility while acknowledging the challenges posed by technology disparities and pedagogical design. Ultimately, this systematic review emphasizes the importance of embracing technology in economics education and equipping learners with the skills necessary to navigate the complex economic landscape of the 21st century. Educators, researchers, and policymakers can draw valuable insights from this review to create effective and inclusive technology-enhanced learning environments for economics students.

New frontiers in the teaching of the agricultural enterprise: elements for a debate

The ecological transition assigns a strategic role to farms in achieving the sustainable transformation of agricultural systems. Therefore, teaching of agricultural economics must make these demands of civil society its own and rethink topics, decision-making tools, and teaching methods fostering the transition to sustainable agriculture. The main aim of this article is discussing the relevant teaching topics and the useful decision support tools useful for concrete progress in agricultural economics in the cycles of university studies. Five topics are recognized as priorities for the rethinking of courses on agricultural economics: agricultural systems, equitable distribution of value, quality and value of agri-food products, territorial regeneration, protection and regeneration of natural resources. The paper focuses also on the nature and role of decision support tools in university teaching. Finally, some considerations are extended to the opportunities offered by formal teaching in the context of informal training such as university-enterprise cooperation and in the context of the internationalization of degree courses supported by the Erasmus+ program. Further analysis is needed to evaluate how to rethink both single training courses, and global study programs in agricultural economics.

Moral and Institutional Foundations of Sustainable Technological Entrepreneurship

In this essay, we reflect on the conditions that allow firms to play a leading role in the ecological transition process. The essay starts with an analysis of the technological and economic features of eco-efficient technologies. We argue that they are weak levers for the ecological transition. As eco-efficiency is based on profit-maximising goals, the pace of the transition is unlikely to peak quickly. In fact, this profit motive restrains firms from fully embedding ecological principles in their choices. Some behavioural concerns arise, as rationally bounded firms are likely to pursue uncomplicated and effortless pathways so as to safeguard profits. For instance, firms may pretend to be sustainable, while chasing opportunistic practices such as greenwashing, wokening, and cost shifting. Hence, they cannot lead the ecological transition process. A few consequences derive. First, new moral values must become pivotal criteria in firms’ decision-making processes. Second, such a big challenge must become shared and widely accepted in social discourse, so as to involve all economic actors and trigger a general process of institutional change. These are necessary conditions for the ensuing economic and social provisioning to take care of the limits of the Earth. Finally, we suggest that the teaching of economics must also be concerned with making such a change in mindset successful.

Actual Problems of Economics Teaching in Higher School

The article examines the current problems of teaching economic specialties in Russian universities. According to the author, modern higher economic education is not focused on training specialists with the knowledge and values necessary to solve the problems of ensuring the economic sovereignty of the country. The reasons for this are both inside and outside the education system. To identify these causes and areas of concentration of problems, the author analyzed the current admission rules approved by universities in accordance with the regulatory documents of the Ministry of Education and Science; approaches to the assessment of applicants; the content of educational programs, their relationship with professional standards; curricula in the areas of training 38.03.01 “Economics”. The study used publicly available information posted on the websites of universities-leaders of the Expert RA Rating Agency ranking for 2020 in economics and management. The analysis revealed areas where the problems of higher economic education have a high degree of concentration. These include: the lack of uniform requirements for the initial knowledge of applicants; heterogeneity of the quality of the student audience by the level of initial knowledge; the inability of professional standards to orient universities to the formation of popular educational programs; the predominance of mathematical disciplines in the curricula, while reducing the list and volume of disciplines that form the worldview; unjustified shift of emphasis towards financial disciplines, formation of calculation skills instead of obtaining fundamental economic knowledge. Awareness of these problems will make it possible to make changes to curricula purposefully, and university graduates will be quickly involved in solving problems related to ensuring the economic sovereignty of the country, along with representatives of technical specialties.

Using digital educational escape rooms as a motivational review tool for Economics

This paper addresses the issue of balancing engagement and learning outcomes within the realm of game-based learning theory. It demonstrates how digital educational escape rooms (DEER) serve as a means of stimulating motivation and facilitating content review. The experimental group outperforms their peers in this regard and has a significant perception that DEER enhances the quality of their learning process. The methodology involves the integration of both quantitative and qualitative instruments, specifically a digital questionnaire for the former and a debriefing or focus group for the latter. The experimental groups were selected randomly on an annual basis, with consideration given to controlling variables such as sex and prior academic performance. Data were gathered from students enrolled in the Economics degree who were taking Industrial Organization (Market Theory) courses over a three-year period from 2019 to 2022. The use of breakout activities in digitalising the learning experience has enabled their application to a broad range of subjects. While there may be comparable initiatives in other academic areas, this marks the initial implementation of such an endeavour within the domain of economic pedagogy.

Development of Economics Teaching Materials Using Android-Based Mit App Software

The purpose of this research is to develop Android-based economic teaching materials using App Inventor Software. To find out the effectiveness of Android-based economic teaching materials using the App Inventor Software for student independence in learning. The method used in this research development is a modified Borg & Gall model with four steps of initial product development, design validation, product trials and validation. The results of the study showed that the validation of the material expert was workable with an average score of 84%. The assessment of the validator of the media expert is quite decent with an average score of 83.3%. After the validation process was carried out, then continued to a small group trial consisting of 5 students of class X by 92.2% and economics teachers. The results obtained are feasible with an average score of 95%. For field trials also received a decent rating of 88.1% of the responses of 15 students. 100% of teacher responses in economics. The development of Android-based economic teaching materials is declared feasible to improve student learning outcomes because the results of the classical completeness analysis is over 85% which is 93%.

Significant learning in introductory macroeconomics: Addressing misconceptions about “others”

Misconceptions hinder optimal student learning. They need to be addressed explicitly and formally to achieve effective teaching of economics. The author of this article outlines an activity that is designed to address misconceptions about “others” using a backward course design framework. Fink’s significant learning categories, specifically human dimension, and caring, are used to create learning outcomes that target misconceptions. The Predict-Observe-Explain teaching strategy is used to translate these learning outcomes into learning activities.

FERDINANDO DI FENIZIO INTERPRETE DI KEYNES

The article analyses the contribution by Ferdinando di Fenizio to the introduction of Keynesian thought into Italy; di Fenizio’s work is discussed within the historical context of the economic doctrines prevalent at that time. The comparison shows how the adaptation of Keynes’s thought to the Italian environment was a long and laborious process. The article covers the academic and life experience of di Fenizio (1906-1974) during the 1930s and 1940s. It is emphasized that his entry into the Milanese environment, in particular in the Montedison’ research department and the editorship of “L’industria”, contributed to bringing about what was to be a constant feature of his research activities: close attention to facts, empirical verification, relevance of theory for the analysis and economic policies. His editorship of “L’industria” was central to the diffusion of Keynes’s thought from the beginning of the post World War II period, and significantly contributed to the progress of economic studies in Italy, both in terms of research and teaching of economics. In the early post-war years, di Fenizio published many essays which analyzed various aspects of the Keynesian system: overall supply and demand, effective demand, income and employment. Di Fenizio systematically highlighted – in Keynes’s work – the elements of continuity up to The General Theory. The paper emphasizes, in particular, that Fenizio identified three eighteenth-century authors as precursors of the Keynesian system as an aggregate and real-monetary integrated system, all significant from the point of view of monetary analysis albeit very heterogeneous: John Law, “the true ancestor of the concept of manipulated money” according to Schumpeter, the mercantilist banker Richard Cantillon, and the physician, physiocratic and “economist” François Quesnay.

The theological stems of modern economic ideas: John Duns Scotus

Voluntarism is a medieval theological doctrine that argues that God’s will takes precedence over God’s intellect and explores the consequences on the relation between Creation and the Creator. We show that Duns Scotus’s theological voluntarism had an important impact on his economic teachings. Moreover, we suggest that it opened an ontological path that fostered the theorisation of modern economic ideas. Voluntarism undermined the Aristotelian-Thomistic virtue ethics framework and the medieval mistrust of self-interest and commerce typical of voluntarism contrary, i.e., intellectualism. For voluntarist Duns Scotus, human being can promote unintentionally the common good, whereas intellectualism holds intentionality as its pillar.