Abstract/Description
The research paper aims to analyze the trends in economics education, and its importance in developing knowledgeable citizens, good policymakers, and proficient professionals to meet the challenges of the contemporary economy. The introduction highlights the significance of economics education within society as it is aimed at preparing people for the conditions of globalization, modern technologies, and the transition to knowledge-based economies. It also meets the problem of educators implementing the transition from theoretical to applied economics and in considering differentiated learning needs. This entails assessing certain teaching delivery approaches applied in higher learning institutions and deciding the level of student performance as influenced by these methods. The research method used in the study includes qualitative data collected through interviews with economics educators and classroom observations, and quantitative data from students’ questionnaires. Findings show students have positive attitudes towards teaching methodologies. Overall, positive perceptions are detected, especially towards curriculum relevance, diversity, and inclusion, but there is still potential for further improvement in terms of the teaching methods that are used and how they correspond to employers’ needs. The study concludes that current practices across the universities are effective, but improving the technological solutions and the course content to fit the current job market requirements can improve the quality of economics education. This paper offers important lessons teaching economics at the tertiary level, especially due to increasing economic dynamism. It supports the constant change of curriculum and the use of research findings in practice to address the emerging needs of the global economy.
Keywords
Pedagogy, Curriculum, Globalization, Technology, Engagement, Inclusivity
Location
MAV 1 room, Adamjee building
Session Theme
Cities and Infrastructure
Session Type
Parallel Technical Session
Session Chair
Qazi Masood, Institute of Business Administration
Session Discussant
Demetrio Panarello, Link Campus University ; Zahid Asghar, Quaid-i-Azam University
Start Date
10-12-2024 3:15 PM
End Date
10-12-2024 5:15 PM
Recommended Citation
Shafique, Q. (2024). Teaching of Economics. CBER Conference. Retrieved from https://ir.iba.edu.pk/esdcber/2024/program/33
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Included in
Teaching of Economics
MAV 1 room, Adamjee building
The research paper aims to analyze the trends in economics education, and its importance in developing knowledgeable citizens, good policymakers, and proficient professionals to meet the challenges of the contemporary economy. The introduction highlights the significance of economics education within society as it is aimed at preparing people for the conditions of globalization, modern technologies, and the transition to knowledge-based economies. It also meets the problem of educators implementing the transition from theoretical to applied economics and in considering differentiated learning needs. This entails assessing certain teaching delivery approaches applied in higher learning institutions and deciding the level of student performance as influenced by these methods. The research method used in the study includes qualitative data collected through interviews with economics educators and classroom observations, and quantitative data from students’ questionnaires. Findings show students have positive attitudes towards teaching methodologies. Overall, positive perceptions are detected, especially towards curriculum relevance, diversity, and inclusion, but there is still potential for further improvement in terms of the teaching methods that are used and how they correspond to employers’ needs. The study concludes that current practices across the universities are effective, but improving the technological solutions and the course content to fit the current job market requirements can improve the quality of economics education. This paper offers important lessons teaching economics at the tertiary level, especially due to increasing economic dynamism. It supports the constant change of curriculum and the use of research findings in practice to address the emerging needs of the global economy.