International Review of Economics Education最新文献

英文中文

ChatGPT as economics tutor: Capabilities and limitations ChatGPT作为经济学导师：能力和局限性

IF 1.4 4区经济学 Q3 ECONOMICS

International Review of Economics Education

Pub Date : 2026-01-13 DOI: 10.1016/j.iree.2025.100337

Natalie Bröse , Christian Spielmann , Christian Tode

Since the public release of ChatGPT in late 2022, the role of Generative AI chatbots in education has been widely debated. While some see their potential as automated tutors, others worry that inaccuracies and hallucinations could harm student learning. This study assesses ChatGPT models in terms of important dimensions by evaluating their capabilities and limitations in serving as a non-interactive, automated tutor. For this, we use a comparative benchmark design in which these models complete the same tasks under predefined success criteria. We compare three ChatGPT models (GPT-3.5, GPT-4o, and o1preview) in tasks comprising the explanation of 56 economic concepts and answering 25 multiple-choice questions. We evaluate the responses using a marking grid. Our findings indicate that newer models generate very accurate responses, although some inaccuracies persist. A key concern is that ChatGPT presents all responses with complete confidence, making errors difficult for students to recognize. Furthermore, explanations are often quite narrow, lacking holistic perspectives, and the quality of examples remains poor. Despite these limitations, we argue that ChatGPT can serve as an effective automated tutor for basic, knowledge-based questions, supporting students while posing a manageable risk of misinformation. However, educators should teach students about the effective use and limitations of the technology.

自2022年底ChatGPT公开发布以来，生成式人工智能聊天机器人在教育中的作用一直备受争议。虽然有些人认为它们有潜力成为自动导师，但也有人担心不准确和幻觉可能会损害学生的学习。本研究通过评估ChatGPT模型作为非交互式、自动化导师的能力和局限性，从重要维度来评估ChatGPT模型。为此，我们使用比较基准设计，其中这些模型在预定义的成功标准下完成相同的任务。我们比较了三种ChatGPT模型（GPT-3.5， gpt - 40和11预览）在任务中包含56个经济概念的解释和25个选择题的回答。我们使用标记网格评估响应。我们的研究结果表明，新模型产生了非常准确的反应，尽管有些不准确的地方仍然存在。一个关键的问题是，ChatGPT以完全自信的方式呈现所有的回答，使学生很难识别错误。此外，解释往往相当狭隘，缺乏整体的观点，并且例子的质量仍然很差。尽管有这些限制，我们认为ChatGPT可以作为一个有效的基于知识的基础问题的自动化导师，在提供可管理的错误信息风险的同时为学生提供支持。然而，教育工作者应该教学生关于技术的有效使用和局限性。

{"title":"ChatGPT as economics tutor: Capabilities and limitations","authors":"Natalie Bröse , Christian Spielmann , Christian Tode","doi":"10.1016/j.iree.2025.100337","DOIUrl":"10.1016/j.iree.2025.100337","url":null,"abstract":"<div><div>Since the public release of ChatGPT in late 2022, the role of Generative AI chatbots in education has been widely debated. While some see their potential as automated tutors, others worry that inaccuracies and hallucinations could harm student learning. This study assesses ChatGPT models in terms of important dimensions by evaluating their capabilities and limitations in serving as a non-interactive, automated tutor. For this, we use a comparative benchmark design in which these models complete the same tasks under predefined success criteria. We compare three ChatGPT models (GPT-3.5, GPT-4o, and o1preview) in tasks comprising the explanation of 56 economic concepts and answering 25 multiple-choice questions. We evaluate the responses using a marking grid. Our findings indicate that newer models generate very accurate responses, although some inaccuracies persist. A key concern is that ChatGPT presents all responses with complete confidence, making errors difficult for students to recognize. Furthermore, explanations are often quite narrow, lacking holistic perspectives, and the quality of examples remains poor. Despite these limitations, we argue that ChatGPT can serve as an effective automated tutor for basic, knowledge-based questions, supporting students while posing a manageable risk of misinformation. However, educators should teach students about the effective use and limitations of the technology.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"51 ","pages":"Article 100337"},"PeriodicalIF":1.4,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Relevance, belonging, and growth mindsets in economics: Differences across identities and institution types 经济学中的相关性、归属感和成长心态：身份和制度类型之间的差异

IF 1.4 4区经济学 Q3 ECONOMICS

International Review of Economics Education

Pub Date : 2025-12-31 DOI: 10.1016/j.iree.2025.100336

Caroline Krafft , Kristine West , Allen Bellas , Ming Chien Lo , Adriana Cortes Mendosa , Gabrielle Agbenyiga , J. Dombroski , Nayomi Her , Joy Moua

The underrepresentation of students who identify as racial/ethnic minorities and/or women in economics exceeds that in STEM fields. Economics has made little progress in increasing inclusion over time. Past research has established that such students have significantly lower relevance, belonging, and growth mindset (RBG) in predominantly white institutions and co-ed settings. There has been no research to date on RBG at minority serving institutions (MSIs) or women’s colleges, nor on whether these identity-focused institutions may foster RBG. This paper uses a longitudinal survey to investigate RBG across institutional settings, examining the association of MSIs and women’s colleges with RBG for minority and women students. We find that, at baseline, minority students had significantly lower RBG than white students overall as well as significantly lower scores on each dimension of RBG. Female students did not have a significant difference in overall RBG compared to male/non-binary students, but did have significantly higher relevance. This difference was driven by female students at women’s colleges, which we over-sampled, who had significantly higher relevance than did female students at co-ed colleges. However, being at a women’s college or a MSI was not significantly associated with change in RBG. These results illustrate complex patterns and dynamics of RBG when considering a wider set of institutions than in previous research.

在经济学领域，少数族裔和/或女性学生的比例低于STEM领域。随着时间的推移，经济学在提高包容性方面进展甚微。过去的研究表明，在以白人为主的学校和男女同校的环境中，这些学生的相关性、归属感和成长心态（RBG）明显较低。到目前为止，还没有关于少数民族服务机构（MSIs）或女子学院的RBG的研究，也没有关于这些以身份为中心的机构是否会培养RBG的研究。本文采用纵向调查的方法调查了不同机构背景下的RBG，考察了msi和女子学院与少数民族和女性学生RBG的关系。我们发现，在基线上，少数民族学生的RBG总体上明显低于白人学生，RBG的每个维度的得分也明显低于白人学生。与男性/非二元学生相比，女生在总体RBG上没有显著差异，但相关性明显较高。这种差异是由女子学院的女学生造成的，我们对女子学院的女学生进行了过度抽样，她们的相关性明显高于男女混合学院的女学生。然而，在女子学院或MSI与RBG的变化没有显著相关。这些结果表明，当考虑到比以前的研究更广泛的机构时，RBG的复杂模式和动态。

{"title":"Relevance, belonging, and growth mindsets in economics: Differences across identities and institution types","authors":"Caroline Krafft , Kristine West , Allen Bellas , Ming Chien Lo , Adriana Cortes Mendosa , Gabrielle Agbenyiga , J. Dombroski , Nayomi Her , Joy Moua","doi":"10.1016/j.iree.2025.100336","DOIUrl":"10.1016/j.iree.2025.100336","url":null,"abstract":"<div><div>The underrepresentation of students who identify as racial/ethnic minorities and/or women in economics exceeds that in STEM fields. Economics has made little progress in increasing inclusion over time. Past research has established that such students have significantly lower relevance, belonging, and growth mindset (RBG) in predominantly white institutions and co-ed settings. There has been no research to date on RBG at minority serving institutions (MSIs) or women’s colleges, nor on whether these identity-focused institutions may foster RBG. This paper uses a longitudinal survey to investigate RBG across institutional settings, examining the association of MSIs and women’s colleges with RBG for minority and women students. We find that, at baseline, minority students had significantly lower RBG than white students overall as well as significantly lower scores on each dimension of RBG. Female students did not have a significant difference in overall RBG compared to male/non-binary students, but did have significantly higher relevance. This difference was driven by female students at women’s colleges, which we over-sampled, who had significantly higher relevance than did female students at co-ed colleges. However, being at a women’s college or a MSI was not significantly associated with change in RBG. These results illustrate complex patterns and dynamics of RBG when considering a wider set of institutions than in previous research.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"51 ","pages":"Article 100336"},"PeriodicalIF":1.4,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Two challenges of teaching inflation: Differing textbook treatments and common student misperceptions 教学膨胀的两大挑战：不同的教科书处理方式和普遍的学生误解

IF 1.4 4区经济学 Q3 ECONOMICS

International Review of Economics Education

Pub Date : 2025-12-30 DOI: 10.1016/j.iree.2025.100338

R. Andrew Luccasen III

The causes, costs, and benefits of inflation are not well understood by the general public. Several factors complicate the teaching of inflation. One such factor is that textbooks differ in their treatment of inflation. In this paper, I document significant differences across several commonly used textbooks. A second complicating factor are the misperceptions that students bring to the classroom. I also report on a survey that documents common misconceptions about inflation. Anticipating these misconceptions and understanding the diverse treatment of inflation in textbooks provides an opportunity to improve the classroom instruction of a difficult topic.

一般公众对通货膨胀的原因、成本和好处还不是很了解。有几个因素使通胀教育复杂化。其中一个因素是教科书对通货膨胀的处理方式不同。在本文中，我记录了几种常用教科书之间的显著差异。第二个复杂的因素是学生带入课堂的误解。我还报告了一项调查，该调查记录了对通货膨胀的常见误解。预见到这些误解，并理解教科书中对通货膨胀的不同处理，为改善课堂教学提供了一个机会。

引用次数: 0

Gender differences in economic graph skills: How prior education shapes university readiness in South Africa 经济图表技能的性别差异：南非的高等教育如何影响大学准备

IF 1.4 4区经济学 Q3 ECONOMICS

International Review of Economics Education

Pub Date : 2025-12-11 DOI: 10.1016/j.iree.2025.100331

Malte Ring , Volker Schöer , Taiga Brahm

In this study, we investigate gender differences in economic graph skills among 723 first-year commerce students at a South African university. Graphs are central to economic understanding as they merge quantitative skills with conceptual reasoning. Prior research has found a gender gap in economics skills, often favoring male students. By measuring economic graph skills during the first week of lectures and linking it to students’ high school experiences, we examine the extent to which these differences reflect disparities in prior educational exposure—such as mathematics performance, language proficiency, and participation in economics classes—as well as affective characteristics like interest and confidence. Our analysis shows that male students enter university with stronger mathematical backgrounds, while female students tend to have stronger language skills. Although males and females report similar rates of having taken economics in school, male students appear to have derived more benefit from this prior exposure. To explore this pattern in more detail, we employ propensity score matching to account for some selection bias and compare students with and without prior economics education on more equal footing. The results suggest that differences in the effectiveness or alignment of prior economics education may contribute to the observed gender gap in economic graph skills. Overall, the findings underscore the importance of earlier educational opportunities—particularly the quality and relevance of economics instruction—in shaping students’ readiness for graph-based reasoning in university-level economics. Gender differences in economic graph skills may therefore reflect not only general academic preparation but also differences in how educational pathways prepare students for core tasks in economics.

在本研究中，我们调查了723名南非大学一年级商科学生在经济图表技能上的性别差异。图表是经济理解的核心，因为它们融合了定量技能和概念推理。先前的研究发现，在经济学技能方面存在性别差距，往往有利于男生。通过在第一周的讲座中测量经济图表技能，并将其与学生的高中经历联系起来，我们研究了这些差异在多大程度上反映了先前教育暴露的差异——如数学表现、语言能力和参与经济学课程——以及兴趣和信心等情感特征。我们的分析表明，进入大学的男生具有较强的数学背景，而女生往往具有较强的语言技能。尽管男性和女性在学校学习经济学的比例相似，但男性学生似乎从之前的接触中获得了更多的好处。为了更详细地探索这一模式，我们采用倾向得分匹配来解释一些选择偏差，并在更平等的基础上比较受过和没有受过经济学教育的学生。结果表明，先前经济学教育的有效性或一致性的差异可能有助于观察到的经济图表技能的性别差距。总的来说，研究结果强调了早期教育机会的重要性——特别是经济学教学的质量和相关性——在塑造学生为大学水平经济学的基于图表的推理做好准备方面。因此，经济图表技能的性别差异可能不仅反映了一般的学术准备，也反映了教育途径如何为学生准备经济学核心任务的差异。

{"title":"Gender differences in economic graph skills: How prior education shapes university readiness in South Africa","authors":"Malte Ring , Volker Schöer , Taiga Brahm","doi":"10.1016/j.iree.2025.100331","DOIUrl":"10.1016/j.iree.2025.100331","url":null,"abstract":"<div><div>In this study, we investigate gender differences in economic graph skills among 723 first-year commerce students at a South African university. Graphs are central to economic understanding as they merge quantitative skills with conceptual reasoning. Prior research has found a gender gap in economics skills, often favoring male students. By measuring economic graph skills during the first week of lectures and linking it to students’ high school experiences, we examine the extent to which these differences reflect disparities in prior educational exposure—such as mathematics performance, language proficiency, and participation in economics classes—as well as affective characteristics like interest and confidence. Our analysis shows that male students enter university with stronger mathematical backgrounds, while female students tend to have stronger language skills. Although males and females report similar rates of having taken economics in school, male students appear to have derived more benefit from this prior exposure. To explore this pattern in more detail, we employ propensity score matching to account for some selection bias and compare students with and without prior economics education on more equal footing. The results suggest that differences in the effectiveness or alignment of prior economics education may contribute to the observed gender gap in economic graph skills. Overall, the findings underscore the importance of earlier educational opportunities—particularly the quality and relevance of economics instruction—in shaping students’ readiness for graph-based reasoning in university-level economics. Gender differences in economic graph skills may therefore reflect not only general academic preparation but also differences in how educational pathways prepare students for core tasks in economics.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"51 ","pages":"Article 100331"},"PeriodicalIF":1.4,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145738316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A critical review of recent economics pedagogy literature, 2022–2023 最近经济学教育学文献的批判性回顾，2022-2023

IF 1.4 4区经济学 Q3 ECONOMICS

International Review of Economics Education

Pub Date : 2025-12-08 DOI: 10.1016/j.iree.2025.100332

Alvin Birdi , Steve Cook , Caroline Elliott , Denise Hawkes , Ashley Lait , Steve Proud , Carlos Angulo Zumaeta

This paper reviews pedagogy journal articles relevant to teaching, learning and assessment in economics, and the outcomes of an economics higher education, published in the 2022 and 2023 calendar years. The paper highlights key papers published and themes of the pedagogical literature most likely to be of interest to economics academics, rather than offering an exhaustive survey of literature produced in the two-year period. As such, the paper can be considered a follow-up to an earlier paper published in 2023 in the International Review of Economics Education. As in the earlier review, articles continue to be published that utilise the natural experiment provided by the changes in teaching and assessment methods associated with the COVID pandemic, to offer lessons on a range of topics associated with teaching methods and assessment design. Post-pandemic, we see an increased concern regarding the impact of the pandemic on graduate employment outcomes. Research has continued on diversity and inclusivity issues, with research emerging on dimensions of diversity beyond gender, with greater attention paid to awarding gaps and how these can be reduced. The theme of effectively incorporating games and experiments in teaching has continued. Meanwhile, more research has emerged, providing advice on incorporating coding into economics teaching.

本文回顾了发表于2022年和2023年的教育学期刊文章，这些文章涉及经济学的教学、学习和评估，以及经济学高等教育的成果。本文强调了经济学学者最有可能感兴趣的已发表的关键论文和教育学文献的主题，而不是对这两年期间产生的文献进行详尽的调查。因此，这篇论文可以被视为2023年发表在《国际经济教育评论》上的一篇论文的后续文章。与之前的审查一样，继续发表文章，利用与COVID大流行相关的教学和评估方法变化所提供的自然实验，就与教学方法和评估设计相关的一系列主题提供经验教训。大流行后，我们看到人们越来越关注大流行对毕业生就业结果的影响。对多样性和包容性问题的研究仍在继续，对性别以外的多样性方面的研究不断涌现，对奖励差距以及如何缩小这些差距给予了更多关注。有效地将游戏和实验结合到教学中的主题一直在继续。与此同时，更多的研究已经出现，为将编码纳入经济学教学提供了建议。

{"title":"A critical review of recent economics pedagogy literature, 2022–2023","authors":"Alvin Birdi , Steve Cook , Caroline Elliott , Denise Hawkes , Ashley Lait , Steve Proud , Carlos Angulo Zumaeta","doi":"10.1016/j.iree.2025.100332","DOIUrl":"10.1016/j.iree.2025.100332","url":null,"abstract":"<div><div>This paper reviews pedagogy journal articles relevant to teaching, learning and assessment in economics, and the outcomes of an economics higher education, published in the 2022 and 2023 calendar years. The paper highlights key papers published and themes of the pedagogical literature most likely to be of interest to economics academics, rather than offering an exhaustive survey of literature produced in the two-year period. As such, the paper can be considered a follow-up to an earlier paper published in 2023 in the International Review of Economics Education. As in the earlier review, articles continue to be published that utilise the natural experiment provided by the changes in teaching and assessment methods associated with the COVID pandemic, to offer lessons on a range of topics associated with teaching methods and assessment design. Post-pandemic, we see an increased concern regarding the impact of the pandemic on graduate employment outcomes. Research has continued on diversity and inclusivity issues, with research emerging on dimensions of diversity beyond gender, with greater attention paid to awarding gaps and how these can be reduced. The theme of effectively incorporating games and experiments in teaching has continued. Meanwhile, more research has emerged, providing advice on incorporating coding into economics teaching.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"51 ","pages":"Article 100332"},"PeriodicalIF":1.4,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145692987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

More than just a weighted average: Economic statistics with auto specs grading 不仅仅是加权平均值：经济统计与汽车规格分级

IF 1.4 4区经济学 Q3 ECONOMICS

International Review of Economics Education

Pub Date : 2025-11-06 DOI: 10.1016/j.iree.2025.100330

Daniel Savelle , Mai Savelle

We introduce a new version of specifications (specs) grading, automatic (auto) specs grading, which breaks a course into modules with asynchronous, automatically graded quizzes. Each module has a core quiz which evaluates required knowledge and a proficiency quiz which evaluates more advanced concepts. All core quizzes must be completed to pass the course with each additional proficiency quiz further increasing a student’s final grade. Auto specs grading aims to promote learning by providing grade transparency, allowing for asynchronous learning, and aligning student incentives to match course goals. While causality is hard to deduce given the data, we provide evidence of improvement with student performance, engagement with key material, and course evaluations after implementation. The grading scheme involved significant upfront investment, but in return, this change decreased grading time and freed up class time previously dedicated to exams.

我们引入了一个新版本的规范评分，自动规范评分，它将课程分成异步的、自动评分的小测验模块。每个模块都有一个评估所需知识的核心测试和一个评估更高级概念的熟练程度测试。所有核心测验必须完成才能通过课程，每个额外的熟练程度测验进一步提高学生的最终成绩。自动规格评分旨在通过提供成绩透明度、允许异步学习以及调整学生激励以匹配课程目标来促进学习。虽然根据数据很难推断出因果关系，但我们提供了学生表现、对关键材料的参与以及实施后的课程评估方面的改善证据。评分方案涉及大量的前期投资，但作为回报，这一变化减少了评分时间，并腾出了以前专门用于考试的课堂时间。

引用次数: 0

Scholar spotlights! A curricular intervention to enhance students’ perceptions of relevance and belonging in principles of macroeconomics 学者聚光灯!一种课程干预，以增强学生对宏观经济学原理的相关性和归属感的感知

IF 1.4 4区经济学 Q3 ECONOMICS

International Review of Economics Education

Pub Date : 2025-10-23 DOI: 10.1016/j.iree.2025.100329

James M. Murray

This paper describes a curriculum and pedagogy to use throughout introductory macroeconomics designed to enhance students' perceptions of course relevance and sense of belonging in economics classes, with a particular focus on enhancing these experiences for women, students of color, and first-generation students, populations of students that are underrepresented in the economics discipline. I propose curriculum that highlights current scholars applying class content to timely social and economic issues that directly apply to standard principles of economics content. With survey evidence gathered from my students at the end of the semester, I found that large proportions of all demographic subgroups felt a strong sense of belonging and found the content relevant.

本文描述了在宏观经济学入门课程中使用的课程和教学法，旨在增强学生对课程相关性的感知和对经济学课程的归属感，特别注重增强女性、有色人种学生和第一代学生（在经济学学科中代表性不足的学生群体）的这些体验。我建议的课程突出当前学者将课堂内容应用于及时的社会和经济问题，这些问题直接适用于经济学内容的标准原则。根据学期末从我的学生那里收集的调查证据，我发现所有人口统计子群体中有很大一部分人都有强烈的归属感，并认为内容相关。

引用次数: 0

Formally informal: Collegial communication in a professional work environment 正式非正式：在专业的工作环境中进行的学院式交流

IF 1.4 4区经济学 Q3 ECONOMICS

International Review of Economics Education

Pub Date : 2025-10-08 DOI: 10.1016/j.iree.2025.100328

Chelsea T. Dowell

Employers want to hire new graduates, but they assert that the latest generation of graduates does not have the oral communication skills necessary to be successful. Courses requiring formal presentations are not doing enough to prepare students for the workforce. Oral communication at a workplace entails so much more than presentations. This paper offers an elegant, yet simple, original assessment method that can be combined with almost any collaborative learning activity in the economics classroom. Students’ evaluations of personal and peer oral communication skills were analyzed before and after introducing the new assessment method. The analysis indicates that students believed the assessment rubric statistically significantly improved their colleague-to-colleague oral communication skills and gave them more confidence in their professional conversations.

雇主们想雇佣应届毕业生，但他们断言，最新一代的毕业生不具备成功所必需的口头沟通技巧。要求正式演讲的课程不足以让学生为就业做好准备。在工作场所进行口头交流需要的远不止口头陈述。本文提供了一种优雅、简单、新颖的评估方法，几乎可以与经济学课堂上的任何合作学习活动相结合。分析了引入新评价方法前后学生对个人和同伴口头沟通能力的评价。分析表明，学生们认为评估标准在统计上显著提高了他们的同事之间的口头沟通技巧，并使他们在专业对话中更有信心。

引用次数: 0

A cooperative virtual exchange within the economics curriculum: A pilot study on embedding elements of global competence within an economics course 经济学课程中的合作虚拟交换：在经济学课程中嵌入全球竞争力要素的试点研究

IF 1.4 4区经济学 Q3 ECONOMICS

International Review of Economics Education

Pub Date : 2025-09-26 DOI: 10.1016/j.iree.2025.100327

Amy Eremionkhale , Jana Sadeh , Yidi Sun

The increasing interconnectivity of the global economy has fuelled higher education (HE) efforts to promote international exchange projects; however, these are not an option for many students. Virtual Exchange (VE) projects have gained traction over the last decade and are now well-established in higher education as a tool to build intercultural communication and global competence (Dooly, 2022; Stevens Initiative, 2023). Building on this established practice, our study contributes to the literature by augmenting a VE with a cooperative group-based learning exercise embedded within an economics module (course), an intersection that remains underexplored in both theory and implementation, and one which we believe combines the benefits of both virtual exchanges and cooperative learning. This combination presents an opportunity for economics students to develop deeper learning of the subjects they are studying while developing elements of global competence. This paper presents a novel pilot cooperative VE learning program between students at a university in the USA and a university in the UK. Students jointly undertake a cooperative learning exercise to produce output for a summative assessment. We measure their intercultural sensitivity, an element of global competence, pre and post the VE and find preliminary indications that this experience positively impacted students, particularly in the dimension of interaction engagement and confidence and particularly for female students and students who are multilingual. The paper contributes to the literature by presenting the novel combination of cooperative learning within a VE, outlining a timeline of practical steps for implementation to support other educators who may want to replicate this project and providing preliminary evidence of the potential impact of such projects on students’ intercultural sensitivity, a key subset of global competence.

全球经济的联系日益紧密，促使高等教育努力推动国际交流项目；然而，这并不是很多学生的选择。虚拟交换（VE）项目在过去十年中获得了牵动，现在作为建立跨文化交流和全球能力的工具在高等教育中得到了认可（Dooly, 2022; Stevens Initiative, 2023）。在这一既定实践的基础上，我们的研究通过在经济学模块（课程）中嵌入基于合作小组的学习练习来增强VE，这是一个在理论和实施方面仍未充分探索的交叉点，我们认为它结合了虚拟交流和合作学习的好处，从而为文献做出了贡献。这种结合为经济学学生提供了一个机会，在培养全球竞争力要素的同时，对他们正在学习的学科进行更深入的学习。本文介绍了美国一所大学和英国一所大学的学生合作学习的一种新颖的试点项目。学生们共同进行一次合作学习练习，为总结性评估提供成果。我们测量了他们的跨文化敏感性，这是全球能力的一个要素，在VE之前和之后，发现初步迹象表明，这种经历对学生产生了积极的影响，特别是在互动参与和信心方面，特别是对女学生和多语言学生。这篇论文通过展示VE中合作学习的新组合，概述了实施的实际步骤时间表，以支持其他想要复制该项目的教育工作者，并提供了此类项目对学生跨文化敏感性（全球能力的关键组成部分）的潜在影响的初步证据，从而对文献做出了贡献。

{"title":"A cooperative virtual exchange within the economics curriculum: A pilot study on embedding elements of global competence within an economics course","authors":"Amy Eremionkhale , Jana Sadeh , Yidi Sun","doi":"10.1016/j.iree.2025.100327","DOIUrl":"10.1016/j.iree.2025.100327","url":null,"abstract":"<div><div>The increasing interconnectivity of the global economy has fuelled higher education (HE) efforts to promote international exchange projects; however, these are not an option for many students. Virtual Exchange (VE) projects have gained traction over the last decade and are now well-established in higher education as a tool to build intercultural communication and global competence (Dooly, 2022; Stevens Initiative, 2023). Building on this established practice, our study contributes to the literature by augmenting a VE with a cooperative group-based learning exercise embedded within an economics module (course), an intersection that remains underexplored in both theory and implementation, and one which we believe combines the benefits of both virtual exchanges and cooperative learning. This combination presents an opportunity for economics students to develop deeper learning of the subjects they are studying while developing elements of global competence. This paper presents a novel pilot cooperative VE learning program between students at a university in the USA and a university in the UK. Students jointly undertake a cooperative learning exercise to produce output for a summative assessment. We measure their intercultural sensitivity, an element of global competence, pre and post the VE and find preliminary indications that this experience positively impacted students, particularly in the dimension of interaction engagement and confidence and particularly for female students and students who are multilingual. The paper contributes to the literature by presenting the novel combination of cooperative learning within a VE, outlining a timeline of practical steps for implementation to support other educators who may want to replicate this project and providing preliminary evidence of the potential impact of such projects on students’ intercultural sensitivity, a key subset of global competence.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"50 ","pages":"Article 100327"},"PeriodicalIF":1.4,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145220008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student perceptions of learning with SoftChalk: Economics lessons and activities 学生对使用SoftChalk学习的看法：经济学课程和活动

IF 1.4 4区经济学 Q3 ECONOMICS

International Review of Economics Education

Pub Date : 2025-08-14 DOI: 10.1016/j.iree.2025.100326

Mary M. Kassis , Melanie Hildebrandt , Kim Holder , David J. Boldt

Today’s Gen Z college students often enter a Principles of Economics classroom that is similar to that of their Gen X parents and sometimes even their Baby Boomer grandparents, despite a myriad of technological and pedagogical transformations occurring outside the discipline. Leveraging technology to expand learning opportunities beyond the constraints of the campus schedule offers an innovative way for professors to enhance their traditional teaching methods. This paper describes how faculty at a regional university utilized SoftChalk educational content authoring software to design and create online lessons with engaging activities for their Principles of Macroeconomics courses. It also presents results from a student perception survey on the effectiveness of the SoftChalk lessons and activities for supporting learning of economics content. Students also ranked their preferences for different types of SoftChalk activities and compared the software’s overall helpfulness to other learning tools available within their courses.

如今的Z世代大学生进入经济学原理课堂时，往往与他们的X世代父母，有时甚至是他们的婴儿潮一代祖父母的课堂相似，尽管这门学科之外发生了无数的技术和教学变革。利用技术来扩大学习机会，超越校园时间表的限制，为教授们提供了一种创新的方式来改进他们的传统教学方法。本文描述了一所地区大学的教师如何利用SoftChalk教育内容创作软件为他们的宏观经济学原理课程设计和创建在线课程，其中包含引人入胜的活动。它还介绍了学生对SoftChalk课程和活动的有效性的看法调查结果，以支持经济学内容的学习。学生们还对不同类型的SoftChalk活动进行了偏好排序，并将软件的总体帮助与他们课程中可用的其他学习工具进行了比较。

引用次数: 0

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

International Review of Economics Education

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀