Teaching Of Economics Research Articles

The Importance of Educational Technologies in Economics Classroom: The Nigeria Perspective

The paper centered on various educational technologies that can be used in the teaching and learning of Economics. With the use of educational technologies such as the Google Classroom application, YouTube videos, virtual reality, Socrative, Edmodo, Kahoot, Classdojo, and blockchain technology, students of Economics will find it easy and convenient to acquire knowledge in an Economics classroom. Nigerian teachers of Economics should understand the significance of utilizing various educational technologies in teaching various Economic concepts. Topics like demand, supply, production costs, and others can be well explained through the use of various educational technologies. Furthermore, in the event of a pandemic outbreak, educational technologies can be used to prevent virus spread by ensuring that students join the online classroom from their rooms.

ECONOMIC TEACHINGS OF PROPHET MOHAMMAD (SAW) AND ITS CONTEMPORARY APPLICATIONS

ECONOMIC TEACHINGS OF PROPHET MOHAMMAD (SAW) AND ITS CONTEMPORARY APPLICATIONS

Exploring the Core Keywords of the Secondary School Home Economics Teacher Selection Test: A Mixed Method of Content and Text Network Analyses

The purpose of this study was to explore the trends and core keywords of the secondary school home economics teacher selection test using content analysis and text network analysis. The sample comprised texts of the secondary school home economics teacher 1st selection test for the 2017-2022 school years. Determination of frequency of occurrence, generation of word clouds, centrality analysis, and topic modeling were performed using NetMiner 4.4. The key results were as follows. First, content analysis revealed that the number of questions and scores for each subject (field) has remained constant since 2020, unlike before 2020. In terms of subjects, most questions focused on ‘theory of home economics education’, and among the evaluation content elements, the highest percentage of questions asked was for ‘home economics teaching·learning methods and practice’. Second, the network of the secondary school home economics teacher selection test covering the 2017-2022 school years has an extremely weak density. For the 2017- 2019 school years, ‘learning’, ‘evaluation’, ‘instruction’, and ‘method’ appeared as important keywords, and 7 topics were extracted. For the 2020-2022 school years, ‘evaluation’, ‘class’, ‘learning’, ‘cycle’, and ‘model’ were influential keywords, and five topics were extracted. This study is meaningful in that it attempted a new research method combining content analysis and text network analysis and prepared basic data for the revision of the evaluation area and evaluation content elements of the secondary school home economics teacher selection test.

Chronicling teacher’s experiences in the teaching of economics in the Covid-19 era

Worldwide the emergence of Covid-19 brought about shock and many challenges in the education system. During the lockdown, schools were closed and that reduced contact time. Hence, almost 75 percent of a full school year of the curriculum was not covered. Approximately 400. 000 to 500. 000 learners dropped out of school and to date, the total number of drop-outs grown to 750.000 in South African schools. The study explored the teachers’ experiences in the teaching of Economics during the COVID-19pandemic. Underpinned by an interpretive paradigm, the study adopted a qualitative research approach and used a case study design. The samples comprised four township secondary schools in KwaZulu Natal (Durban). Using purposive sampling, two Economics teachers were sampled. Two instruments (semi-structured interviews and document review) were used as data collection tools. The findings revealed that Economics teachers experienced problems when teaching the subject during the pandemic. They have found it challenging to adapt to the new teaching methods like using technological tools. The lack of resources and Economics instructional materials exacerbated teachers’ difficulties. The findings revealed that poor attendance for teachers and learners was extraordinary. Notably, due to fears of being sick and infected, stigmatization within the schools prevailed, resulting in bad working relations. From the findings, the study recommends new teaching approaches to stabilize and restructure the curriculum and the retainment of some of the COVID-19regulations to ensure the effective teaching and learning of Economics.

We know but we hope: A qualitative study of the opinions and experiences on the inclusion of management, health economics and research in the medical curriculum.

The achievement of global and national health goals requires a health workforce that is sufficient and trained. Despite considerable steps in medical education, the teaching of management, health economics and research skills for medical doctors are often neglected in medical curricula. This study explored the opinions and experiences of medical doctors and academic educationalists on the inclusion of management, health economics and research in the medical curriculum. A qualitative study was undertaken at four medical schools in Southern Africa (February to April 2021). The study population was medical doctors and academic educationalists. Semi-structured interviews with purposively sampled participants were conducted. All interviews were recorded and professionally transcribed. Constructivist grounded theory guided the analysis with the use of ATLAS.ti version 9.1.7.0 software. In total, 21 academic educationalists and 28 medical doctors were interviewed. In the first theme We know, participants acknowledged the constraints of medical schools but were adamant that management needed to be taught intentionally and explicitly. The teaching and assessment of management and health economics was generally reported to be ad hoc and unstructured. There was a desire that graduates are able to use, but not necessarily do research. In comparison to management and research, support for the inclusion of health economics in the curriculum was insignificant. Under We hope, educationalists hoped that the formal clinical teaching will somehow instil values and best practices of management and that medical doctors would become health advocates. Most participants wished that research training could be optimised, especially in relation to the duration of allocated time; the timing in the curriculum and the learning outcomes. Despite acknowledgement that management and research are topics that need to be taught, educationalists appeared to rely on chance to teach and assess management in particular. These qualitative study findings will be used to develop a discrete choice experiment to inform optimal curricula design.

Participatory Teaching Design and Improvement of Managerial Economics Course

To cultivate innovative and applied talents, it is imperative to carry out participatory teaching. Firstly, this paper discusses the connotation of participatory teaching. After combing the existing research, it is found that there is no attempt of participatory teaching method in the course of Managerial Economics. Based on the analysis of the necessity and possibility of participatory teaching in Managerial Economics, we put forward the specific design of participatory teaching method in this course. Combined with the author's practice of participatory teaching in recent two years, this paper puts forward the existing problems and the improvement direction.

'A time of constant innovation!' - The impact of the COVID-19 pandemic on the teaching of food practical Home Economics in Ireland, and learning for future best practice: an explanatory mixed methods study

Background: The ongoing global pandemic of SARS-CoV-2 (COVID-19) (WHO, 2020) utterly disrupted traditional modes of education nationally and internationally. Mastering online teaching imposed by the COVID-19 pandemic was challenging for many teachers. The purpose of the study was to illuminate the challenges experienced by food practical Home Economics teachers, investigating their ability to innovate, adapt and proceed with food practical classes during the COVID-19 pandemic. This study also aimed to discover best practical methodologies for online and face-to-face food practical classes while looking forward with reimagined approaches to teaching and learning for a post-pandemic world and documented teachers experiences, agency, adaptations and innovations. Methods: Both qualitative and quantitative research methods were employed to meet study objectives. Data was gathered in the Republic of Ireland via 132 questionnaires with Home Economics teachers and semi-structured interviews with six Home Economics teachers. Results: Results revealed that COVID-19 imposed serious challenges on teachers who nonetheless adapted well to the changing environment. They employed innovation and determination to proceed with practical classes in very challenging working environments, resulting in many positive educational advances. Teachers up-skilled, reflected and collaborated to proceed safely with practical’s and deduced best practice methodologies which in a number of cases arose from trial and error. Findings were employed to produce frameworks for best practice when conducting food practical Home Economics classes (both online and face-to-face). These frameworks have national and international relevance in considering new models of teaching in which authentic teaching can occur and provide alternative pedagogies and technologies to support the food practical. Conclusion: This study recommends more technological training for Home Economics teachers, specifically regarding practical classes, as well as support for physical working environments, collaboration and innovation. This research is focused on how teaching can be reimagined, strengthened and valued to inform future teaching and learning models.

Influence Of Insructional Media On Teaching And Learning Of Economics In Senior Secondary Schools In Jalingo Metropolis, Taraba State

The study examined influence of instructional media on teaching and learning of Economics in senior secondary schools in Jalingo metropolis, Taraba State. The study sought the level of availability of instructional media, its usage, by Economics teachers, its influence on teachers and students. The population for the study was 10 SS2 and SS3 Economics students and two teachers from 28 schools. 336 students and teachers; 280 students and 56 teachers were drawn from selected schools. Two researcher designed questionnaire containing 28 items were used to gather data. Descriptive statistics was used to answer research questions one to four while inferential statistics (t-test) was used for the hypotheses. It was revealed that, board and textbooks are often used in teaching and learning of Economics, there is no significant difference in male and female teachers’ perception on the availability of instructional media teaching and learning of Economics in Jalingo metropolis, Taraba State.

Standing in the way of rigor? Economics’ meeting with the decolonization agenda

This article critically discusses the scope for decolonizing economics teaching. It scrutinizes what it would entail in terms of theory, methods, and pedagogy, and its implications for scholars grappling with issues related to economics teaching. Based on a survey of 498 respondents, it explores how economists across different types of departments (economics/heterodox/non-economics), geographical locations, and identities assess challenges to economics teaching, how they understand the relevance of calls for decolonization, and how they believe economics teaching should be reformed. Based on the survey findings, the article concludes that the field’s emphasis on advancing economics as an objective social science free from political contestations, based on narrow theoretical and methodological frameworks and a privileging of technical training associated with a limited understanding of rigor, likely stands in the way of the decolonization of economics. Indeed, key concepts of the decolonization agenda—centering structural power relations, critically examining the vantage point from which theorization takes place and unpacking the politics of knowledge production—stand in sharp contrast to the current priorities of the economics field as well as key strands of IPE. Finally, the article charts out the challenges that decolonizing economics teaching entails and identifies potential for change.

Addressing race in economics: Teaching to Transgress

ABSTRACT In economics, race is often used as an explanatory variable. However, context for observed correlations is not often discussed and when it is, the discussion truncates history to the 1960’s and the era of the Civil Rights movement. The latter is consistent with the projection that regulation has limited or eliminated racial disparity and therefore, other factors, cultural and individual, account for observed economic status. However, the evidence to counter this is observable. For example, to the extent that the intergenerational impact of oppression is factored into economic analysis, and qualitative attributes such as anxiety and depression are incorporated into the explanation for the persistence of poverty, social norms rather than race are revealed to be the contributors to present period variations in economic outcomes. Inspired by bell hooks’ Teaching to Transgress we address how the teaching of economics has contributed to the normalization of racialized discrimination. We then address how the economics curriculum can be used as a tool to facilitate racial equity. The discussion adds value to the discourse on race by addressing how the commoditization of teaching has eliminated classroom engagement and critical thinking and concludes with the value of transgression in addressing social justice in economics.

PERENCANAAN PENDIDIKAN EKONOMI DAN BISNIS ISLAM DI DESA CIBITUNG TENGAH, KECAMATAN TENJOLAYA, BOGOR

This community service aims to determine the extent of the role and at the same time practiceeducation and teaching of Islamic Economics and Business to the community in Cibitung TengahVillage, Tenjolaya District, Bogor. The role of education and education planning in IslamicEconomics and Business has become a reality and is increasingly widespread in Indonesiansociety along with the development of Islamic Economics and Business policies and practices.Therefore, the Faculty of Islamic Economics and Business, the Sahid Islamic Institute, Bogor, hasan interest in serving the community by practicing education and teaching in Islamic Economicsand Business. With this, people become more acquainted with, understand and practice thingsthat have been introduced and taught to them repeatedly, including the people in Cibitung TengahVillage, Tenjolaya District, Bogor.

Editorial

This editorial explores some of the issues in economics education by considering the who, why, what, and how of tertiary economics teaching. It argues that different cohorts of students, categorized by their degree of enrolment or the intensity of their exposure to university economics, may have different objectives for studying the subject, and this may affect what we should be teaching them and how we should be teaching them. It also argues that reasonable approaches to economic epistemology suggest the importance of teaching economics from a range of theoretical perspectives and that at least some of our students should be given an account of what constitutes economic knowledge. The editorial also poses the question of how practices in economics education reflect the theory of education and educational psychology, and whether there might be value in making these links clearer. It suggests that all of these issues are fodder for thinking and research in economics education and that the objective of Advances in Economics Education is to publish work on these questions in order to foster good experiences for economics teachers and students.

USE OF CONCEPT MAPPING FOR TEACHING ECONOMICS

Economics which is a social science, studies certain activities of the people living in the society. To make economics teaching practical and to awaken the sense of responsibility, it is necessary that the school should give students theoretical as well as practical knowledge, which may be linked to their day to day life. Many writers and economists lay stress on the practical aspect of economics teaching. The famous economist Marshall has written, “ The aims of study of economics are to gain knowledge for its own sake and to obtain guidance in the practical conduct of life and specially in social life.” Binning and Binning have written about the aims of economics teaching, “The aim of secondary school economics should be to teach modern economics principles by observation and through an understanding of current practices.” They further have written, “Pupils should be trained to apply sound economics theory to everyday life.” So, the teachers should adopt effective teaching strategies to improve the competency of students in the application of theory in the social setting. Concept mapping is one method of teaching that encourage students’ meaningful learning. By the time of the First International Conference on Concept Mapping in 2004, the application of concept mapping had been empirically evaluated for efficiency and effectiveness as a knowledge elicitation method ( Hoffman et al., 2002) and a method to solve problems in the workplace ( Freeman, 2004). This paper presents the theoretical framework and origin of concept maps and a sample lesson plan on “Organization of Production”.

New Challenges in the Education of Managerial Economics

In this article, the authors summarise their panel presentation on the role of education in managerial economics, given at the Danube Cup in April, 2022. The main finding of the article and the presentation is that today's and tomorrow's economists need to think in a so-called global framework. A common commodity and energy policy is becoming an increasingly urgent issue that will significantly change the development path of international institutions and technologies. Therefore, the teaching of economics will also have to adapt to this new trend. Apart from the obvious point - teaching a professional ethos and the importance of international trade - the authors see a constructivist approach as the most viable way forward in pedagogy. According to this approach, secondary and university students should be given the experience of discovery in order to stimulate their interest in economic topics and contexts.

Research on the Innovation of Intelligent Teaching Mode of Economics and Management Majors from the Perspective of New Liberal Arts

With the development and application of information technology, the teaching mode of liberal arts majors is undergoing profound changes all over the world. In this context, the construction of new liberal arts in China urgently requires the promotion of intelligent teaching reform in liberal arts majors, among which the economics and management majors that help to govern the country are at the forefront of intelligent teaching reform. Therefore, this paper discriminates the connotation and relationship between the new liberal arts and the smart teaching of economics and management majors, discusses the smart teaching practice, Dilemma and mode composition of economics and management majors from the perspective of the new liberal arts, and then puts forward the innovation strategy of smart teaching mode of economics and Management Majors in China from the perspective of the new liberal arts from three aspects: the innovation of teaching concept, the implementation of smart teaching and the guarantee of smart teaching.

From classical political economy to “Indian Economics”: a case of contestation and adaptation in universities in colonial India

PurposeBy the mid-19th century the British colonial state introduced liberal education to India. Amongst various disciplines, political economy illustrates the concerns of the colonial state with the education of Indians, and its anxiety with quelling political discontentment. The emerging Indian nationalist intelligentsia also utilized ideas from classical political economy, first taught in educational institutions, to critique colonial policy and proposed the development of “Indian Economics”, suited to national economic interests. This paper explores the development of political economy as a specific knowledge form in Calcutta University and Bombay University, and its connection with colonial educational policy.Design/methodology/approachThis study relies primarily on university records and the proceedings of the Education Department to bring out the politically sensitive nature of the teaching of economics in colonial India.FindingsThe study finds that political economy grew from being a minor part of the overall university syllabi to becoming part of the first university departments created in early-20th-century India. The government and nationalist forces both found the discipline to be relevant to their respective agendas. The circulation of knowledge theoretical framework is found to be relevant here.Originality/valueThe history of political economy in Indian universities, especially during the 19th century, has not been dealt with in any detail. This study tries to fill this gap. The close connection between politics and the teaching of economics has also not been studied closely, which this paper does.

HUMAN CAPITAL DEVELOPMENT OF PEOPLE WITH DISABILITIES

The evolution of the concept of human capital from the beginning of political economic teachings to the present day is revealed. the elements of human capital and their definition by various scientists under the influence of change and transformation of economic and social relations are indicated. It is indicated that in the conditions of transition from industrial to post-industrial economy, the role of social factors of production has significantly increased. It was this that gradually gave rise to the development of the theoretical foundations of intangible forms of capital, among which human, intellectual, and social capital began to occupy a special place. The importance and, at the same time, lack of a solution to the problem of personality marketing in the economic culture of modern Ukraine is determined. The dilemma of assigning human capital to intellectual (intangible) and to material, i.e., that is the source of income and the formation of expenditure items of an individual or the company in which he works, is described. It is also emphasized the complete absence of the concept of marketing and employment management, professional growth of an individual, the so-called personal marketing, because these concepts are currently applied either to an individual political figure or to very public persons in the field of business, acting, and art. The problem of employment of people with congenital disabilities is described. Their classification and employment opportunities are disclosed. Their social significance in the system of forming economic relations, building connections at the macro-level and at the micro-level is highlighted. The combination of the institute of human development with the capabilities of people with special needs, who should develop and form the added national product, participate in its growth and distribution, is described. Regarding the professional marketing of an individual, and even more so, an individual with disabilities, there are no studies.

Design and Realization of Computer Network Virtual Experiment Economic Teaching Platform Based on Mathematical Image and Signal Processing

The emergence of computer network virtual experiment teaching provides the possibility to solve the limitations of hardware equipment and time for cultivating computer talents in colleges and universities. Although the network virtual experiment teaching platform can provide learners with an autonomous learning environment, the design of these modules still has problems such as weak integration with the teaching management system, immature functions, and high cost. In order to make the computer network virtual experiment economic teaching platform better integrate with the teaching management system, reduce the cost of investment and provide a better system environment for the development of functions; this research will design the virtual teaching platform through the method of mathematical image and signal processing. By analyzing the functional requirements of the users of the teaching platform, the overall design of the system is determined, and the designed system is specifically implemented and designed for performance testing and functional testing. The functional test results are combined with expectations. The average response time of the system in the performance test results is 0.30 s, which is in line with the expected results. The experiments show that the system designed and developed in this study works well.

ISLAMISASI ILMU EKONOMI JENJANG MADRASAH ALIYAH (ANALISIS ISLAMIC WORLDVIEW MATERI AJAR ILMU EKONOMI)

The aim of this research is to construct Islamic worldview concepts as an effort to Islamization of economics at Madrasah Aliyah by content analysis which refers to sources of Islamic knowledge, in order to inculcate Islamic values and teachings in students at Madrasah Aliyah. The research uses a qualitative method with a library research approach. The Design of this study is to employ the content analysis on the common use economics textbook for Madrasah Aliyah and supported by previous research related to the theme. Discussion section on the concepts of Islamization of Economics. The framework of The Islamic worldview in economics as teaching material is formed by the Tawhid concepts, the Islamization of economics, and the relevance of The Islamic worldview with the Islamization of knowledge, particularly economics. The last section focuses on the implementation Of The Islamic worldview in subject material economics at Madrasah Aliyah. The research has found many contradistinguish issues in Islamic perspectives of economics material teaching in the economics textbook for the tenth grades, which is commonly used by the tenth grades student at Madrasah Aliyah. The contradistinguish issues are about the definitions and goals of economics, its principles, its foundations of economics, and the sources of economics including the pillars of economics. The values of this study provide an Islamic worldview as a supplement teaching material which accomplishes the body of material teaching of economics should be in Madrasah Aliyah. The proceed of this work has qualified prospects to be promoted as an Islamic Economics teaching material for tenth grades Social Science Madrasah Aliyah students.

Alternatives to the scarcity principle

Dominion of the scarcity principle as the basis for economic analysis is virtually absolute in teaching the introductory course in economics. This supremacy is neither valid nor desirable. Two compelling alternative foundational concepts for economics are uncertainty and inequality. These alternatives lead to vastly different implications for the development of economic analysis than scarcity and vastly different implications for the teaching of economics.