Pub Date : 2025-06-01DOI: 10.1016/j.iree.2025.100322
Bret Sikkink
This paper will present a semester-long project that combines two pedagogical strategies used in an online learning environment: gamification and logic puzzles. Gamification uses elements of game design to engage and motivate students to explore online course content. In an online introductory economics course, learners applied economic theory to seek solutions to anomalous outcomes in markets or policy. While puzzles have been used in seminars for decades, this novel approach brings structure and rigor to using economic puzzles in an online course, stimulating participation and active learning by using elements of gamification to provide ongoing progress updates and an incentive to solve a final mystery for course credit. This approach requires no specialized software beyond a learning management system (LMS) and a method of digital communication, either in the LMS or via email. This approach was utilized in online AP Microeconomics courses but could be applicable to a variety of subjects and levels within economics.
{"title":"Increasing online student engagement with a gamified logic puzzles project","authors":"Bret Sikkink","doi":"10.1016/j.iree.2025.100322","DOIUrl":"10.1016/j.iree.2025.100322","url":null,"abstract":"<div><div>This paper will present a semester-long project that combines two pedagogical strategies used in an online learning environment: gamification and logic puzzles. Gamification uses elements of game design to engage and motivate students to explore online course content. In an online introductory economics course, learners applied economic theory to seek solutions to anomalous outcomes in markets or policy. While puzzles have been used in seminars for decades, this novel approach brings structure and rigor to using economic puzzles in an online course, stimulating participation and active learning by using elements of gamification to provide ongoing progress updates and an incentive to solve a final mystery for course credit. This approach requires no specialized software beyond a learning management system (LMS) and a method of digital communication, either in the LMS or via email. This approach was utilized in online AP Microeconomics courses but could be applicable to a variety of subjects and levels within economics.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100322"},"PeriodicalIF":1.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144195004","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}
Pub Date : 2025-06-01DOI: 10.1016/j.iree.2025.100321
Alexandra Fiedler , Jörg Döpke
We investigate whether human experts can identify AI-generated academic texts more accurately than current machine-based detectors. Conducted as a survey experiment at a German university of applied sciences, 63 lecturers in engineering, economics, and social sciences were asked to evaluate short excerpts (200–300 words) from both human-generated and AI-generated texts. These texts varied by discipline and writing level (student vs. professional) with the AI-generated content. The results show that both human evaluators and AI detectors correctly identified AI-generated texts only slightly better than chance, with humans achieving a recognition rate of 57 % for AI texts and 64 % for human-generated texts. There was no statistically significant difference between human and machine performance. Notably, professional-level AI texts were the most difficult to identify, with less than 20 % of respondents correctly classifying them. Regression analyses suggest that prior teaching experience slightly improves recognition accuracy, while subjective judgments of text quality were not influenced by actual or presumed authorship. These findings suggest that current written examination practices are increasingly vulnerable to undetected AI use. Both human judgment and existing AI detectors show high error rates, especially for high-quality AI-generated content. We conclude that a reconsideration of traditional assessment formats in academia is warranted.
{"title":"Do humans identify AI-generated text better than machines? Evidence based on excerpts from German theses☆","authors":"Alexandra Fiedler , Jörg Döpke","doi":"10.1016/j.iree.2025.100321","DOIUrl":"10.1016/j.iree.2025.100321","url":null,"abstract":"<div><div>We investigate whether human experts can identify AI-generated academic texts more accurately than current machine-based detectors. Conducted as a survey experiment at a German university of applied sciences, 63 lecturers in engineering, economics, and social sciences were asked to evaluate short excerpts (200–300 words) from both human-generated and AI-generated texts. These texts varied by discipline and writing level (student vs. professional) with the AI-generated content. The results show that both human evaluators and AI detectors correctly identified AI-generated texts only slightly better than chance, with humans achieving a recognition rate of 57 % for AI texts and 64 % for human-generated texts. There was no statistically significant difference between human and machine performance. Notably, professional-level AI texts were the most difficult to identify, with less than 20 % of respondents correctly classifying them. Regression analyses suggest that prior teaching experience slightly improves recognition accuracy, while subjective judgments of text quality were not influenced by actual or presumed authorship. These findings suggest that current written examination practices are increasingly vulnerable to undetected AI use. Both human judgment and existing AI detectors show high error rates, especially for high-quality AI-generated content. We conclude that a reconsideration of traditional assessment formats in academia is warranted.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100321"},"PeriodicalIF":1.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144177638","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}
Pub Date : 2025-05-24DOI: 10.1016/j.iree.2025.100320
Catherine Y. Co , Que Nguyet Tran
The paper details strategies on how to teach international trade with a multidisciplinary perspective which builds on the use of art, literature, and other media in the teaching of economics. A multidisciplinary perspective is introduced through small stakes weekly assignments. Students go over a collection of supplementary materials and complete a series of short-answer questions. Completion of each assignment ensures that students are actively engaged in activities that develop critical thinking skills. Several examples are provided (e.g., trade and oceanography) to highlight how the use of media not traditionally used by economists (e.g., National Geographic magazine articles) could effectively deepen students’ learning of economic concepts and ideas while broadening students’ perspectives on how to think about issues they encounter. There is some evidence that these types of materials contribute to appreciation and understanding of international trade issues. We also provide suggestions on how instructors might adjust our strategies given students' access to large language models such as ChatGPT. The paper targets educators that seek to prepare students to think like economists and to also provide opportunities for students to find and develop a passion for issues that advance the human condition broadly, making for an active, articulate, and engaged citizenry.
{"title":"A multidisciplinary perspective to teaching international trade","authors":"Catherine Y. Co , Que Nguyet Tran","doi":"10.1016/j.iree.2025.100320","DOIUrl":"10.1016/j.iree.2025.100320","url":null,"abstract":"<div><div>The paper details strategies on how to teach international trade with a multidisciplinary perspective which builds on the use of art, literature, and other media in the teaching of economics. A multidisciplinary perspective is introduced through small stakes weekly assignments. Students go over a collection of <span><span>supplementary materials</span></span> and complete a series of short-answer questions. Completion of each assignment ensures that students are actively engaged in activities that develop critical thinking skills. Several examples are provided (e.g., trade and oceanography) to highlight how the use of media not traditionally used by economists (e.g., <em>National Geographic</em> magazine articles) could effectively deepen students’ learning of economic concepts and ideas while broadening students’ perspectives on how to think about issues they encounter. There is some evidence that these types of materials contribute to appreciation and understanding of international trade issues. We also provide suggestions on how instructors might adjust our strategies given students' access to large language models such as ChatGPT. The paper targets educators that seek to prepare students to think like economists and to also provide opportunities for students to find and develop a passion for issues that advance the human condition broadly, making for an active, articulate, and engaged citizenry.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100320"},"PeriodicalIF":1.3,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144124498","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}
Pub Date : 2025-05-15DOI: 10.1016/j.iree.2025.100319
Terry Eyland , Ambrose Leung
We aim to develop a teaching methodology that can strike the best balance between clear terminal goals and deep understanding informed by the Universal Design for Learning (UDL) pedagogy. UDL is a pedagogical framework that promotes academic curriculum design to develop students into expert learners who are purposeful and motivated, resourceful and knowledgeable, strategic and goal-directed. The pedagogical method discussed in this paper entails the application of backward design with a strong focus on the “why” of learning to maintain curiosity and interest of students throughout the semester. A key element of our strategy involves assigning students with tasks that are based on relevant examples of broad interest to a diverse student population. This approach can effectively motivate the learning of theoretical concepts before further advancing the curriculum in class. The goal is to provide students with guidance to achieve higher levels of learning in a progressive way through scaffolding so that at all steps students see the purpose, have the resources to get going, but also have a little research to do to complete the task.
{"title":"A purpose-driven approach to apply the universal design for learning: A focus on the “why”","authors":"Terry Eyland , Ambrose Leung","doi":"10.1016/j.iree.2025.100319","DOIUrl":"10.1016/j.iree.2025.100319","url":null,"abstract":"<div><div>We aim to develop a teaching methodology that can strike the best balance between clear terminal goals and deep understanding informed by the Universal Design for Learning (UDL) pedagogy. UDL is a pedagogical framework that promotes academic curriculum design to develop students into expert learners who are purposeful and motivated, resourceful and knowledgeable, strategic and goal-directed. The pedagogical method discussed in this paper entails the application of backward design with a strong focus on the “why” of learning to maintain curiosity and interest of students throughout the semester. A key element of our strategy involves assigning students with tasks that are based on relevant examples of broad interest to a diverse student population. This approach can effectively motivate the learning of theoretical concepts before further advancing the curriculum in class. The goal is to provide students with guidance to achieve higher levels of learning in a progressive way through scaffolding so that at all steps students see the purpose, have the resources to get going, but also have a little research to do to complete the task.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100319"},"PeriodicalIF":1.3,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143946521","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}
In this paper we study the pandemic’s effects on the academic results of a group of university level students in a Chilean School of Economics and Business. We ask whether students from private schools outperformed those from public ones. The hypothesis is that higher average endowments (parents’ income and education, studying and living conditions, internet connections computer access) would have contributed to increasing the gap among students from dissimilar backgrounds. Results obtained are consistent with this hypothesis, especially for those students coming from public schools. Using a differences-in-differences approach with fixed effects, we find an increase of about 1.76 percentage points in course dropping-out rates and about 1.59 reduction in course passing rates compared with students from private schools. These are substantial magnitudes in the context of the observed gaps between school types and the transition experienced before and during the pandemic. Given the fact that some policies, mostly benefitting low-income students were implemented during the period, we can conclude that the effect could have potentially been even larger during the pandemic. We also find evidence showing that, after controlling for socio-economic status, women and students with lower admission scores were less affected, while no significant effect was found between regular and special admission types.
{"title":"The heterogeneous impact of COVID-19 on university student´s academic performance","authors":"Mauricio Acuña , Roberto Álvarez , Cristóbal Avarca","doi":"10.1016/j.iree.2025.100318","DOIUrl":"10.1016/j.iree.2025.100318","url":null,"abstract":"<div><div>In this paper we study the pandemic’s effects on the academic results of a group of university level students in a Chilean School of Economics and Business. We ask whether students from private schools outperformed those from public ones. The hypothesis is that higher average endowments (parents’ income and education, studying and living conditions, internet connections computer access) would have contributed to increasing the gap among students from dissimilar backgrounds. Results obtained are consistent with this hypothesis, especially for those students coming from public schools. Using a differences-in-differences approach with fixed effects, we find an increase of about 1.76 percentage points in course dropping-out rates and about 1.59 reduction in course passing rates compared with students from private schools. These are substantial magnitudes in the context of the observed gaps between school types and the transition experienced before and during the pandemic. Given the fact that some policies, mostly benefitting low-income students were implemented during the period, we can conclude that the effect could have potentially been even larger during the pandemic. We also find evidence showing that, after controlling for socio-economic status, women and students with lower admission scores were less affected, while no significant effect was found between regular and special admission types.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100318"},"PeriodicalIF":1.3,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144069264","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}
Pub Date : 2025-04-24DOI: 10.1016/j.iree.2025.100314
Laura J. Ahlstrom , Diego Mendez-Carbajo
We study the relationship between the use of FRED® (Federal Reserve Economic Data) and active-learning methods in Advanced Placement (AP) Economics and college principles and survey courses. We use data from two national “Chalk and Talk” surveys of teaching methods: one answered by high school instructors, and one answered by college instructors. While prior studies have investigated the instructional practices used in undergraduate economics courses, little work explores the methods and materials used in AP Economics (AP Microeconomics and AP Macroeconomics) courses taught to high school students. Findings indicate a larger share of AP Economics instructors use active-learning methods relative to college faculty. We find low to moderate positive associations between the use of FRED and a broad array of active-learning pedagogical methods, although these associations are weaker in college principles and survey courses. AP Economics instructors with few years of teaching experience and college faculty without a doctoral degree are relatively more likely to use FRED.
{"title":"Teaching with FRED and active-learning methods in introductory economics courses","authors":"Laura J. Ahlstrom , Diego Mendez-Carbajo","doi":"10.1016/j.iree.2025.100314","DOIUrl":"10.1016/j.iree.2025.100314","url":null,"abstract":"<div><div>We study the relationship between the use of FRED® (Federal Reserve Economic Data) and active-learning methods in Advanced Placement (AP) Economics and college principles and survey courses. We use data from two national “Chalk and Talk” surveys of teaching methods: one answered by high school instructors, and one answered by college instructors. While prior studies have investigated the instructional practices used in undergraduate economics courses, little work explores the methods and materials used in AP Economics (AP Microeconomics and AP Macroeconomics) courses taught to high school students. Findings indicate a larger share of AP Economics instructors use active-learning methods relative to college faculty. We find low to moderate positive associations between the use of FRED and a broad array of active-learning pedagogical methods, although these associations are weaker in college principles and survey courses. AP Economics instructors with few years of teaching experience and college faculty without a doctoral degree are relatively more likely to use FRED.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100314"},"PeriodicalIF":1.3,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863876","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}
Pub Date : 2025-04-19DOI: 10.1016/j.iree.2025.100317
Carlos Cortinhas
The effects of student absenteeism on educational outcomes are well documented, with most studies showing a significant, negative effect on student performance. In recent years, a growing number of institutions have been using a variety of nudge interventions to help combat absenteeism, improve student performance, and reduce dropout rates. Although many studies report the success of many of these initiatives in terms of student performance and retention, others alert that nudging can also have significant negative effects on students. This paper examines the effectiveness of nudging undergraduate students to improve attendance and student performance in tutorial sessions. We conducted a quasi-natural experiment with more than 400 year two UK university students, randomly assigning them to either a treatment group receiving personalized email reminders after missing tutorials, or a control group without any nudging intervention. Our results show a large and significant positive effect of the nudging intervention on attendance rates. Furthermore, using a two-stage least squares estimation method, we established that improved tutorial attendance leads to better performance. Our findings advance the debate on the efficacy of nudges in higher education and offer some important insights for addressing student absenteeism at the university level.
{"title":"Does nudging higher education students improve attendance and does it matter? A quasi-natural experiment","authors":"Carlos Cortinhas","doi":"10.1016/j.iree.2025.100317","DOIUrl":"10.1016/j.iree.2025.100317","url":null,"abstract":"<div><div>The effects of student absenteeism on educational outcomes are well documented, with most studies showing a significant, negative effect on student performance. In recent years, a growing number of institutions have been using a variety of nudge interventions to help combat absenteeism, improve student performance, and reduce dropout rates. Although many studies report the success of many of these initiatives in terms of student performance and retention, others alert that nudging can also have significant negative effects on students. This paper examines the effectiveness of nudging undergraduate students to improve attendance and student performance in tutorial sessions. We conducted a quasi-natural experiment with more than 400 year two UK university students, randomly assigning them to either a treatment group receiving personalized email reminders after missing tutorials, or a control group without any nudging intervention. Our results show a large and significant positive effect of the nudging intervention on attendance rates. Furthermore, using a two-stage least squares estimation method, we established that improved tutorial attendance leads to better performance. Our findings advance the debate on the efficacy of nudges in higher education and offer some important insights for addressing student absenteeism at the university level.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100317"},"PeriodicalIF":1.3,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143850164","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}
Pub Date : 2025-04-14DOI: 10.1016/j.iree.2025.100316
Katherine Silz Carson , Jimena Gonzalez-Ramirez , Craig Heinicke , Mark Maier , Phil Ruder , Scott P. Simkins , Hiuko Adams , James “Michael” Latham , C. Lucy Malakar
This paper describes the results of a multi-site randomized-controlled evaluation of the effect on student learning of Team-Based Learning (TBL) application exercises vs. traditional exercises in Principles of Microeconomics courses using the TBL pedagogy. The use of random assignment of a site to treatment or control group for each of four study modules combined with student fixed effects enables identification of the treatment effect on student learning while controlling for student characteristics. The results show moderate positive treatment effects of the TBL application exercises.
{"title":"Results of a randomized evaluation of team-based learning exercises","authors":"Katherine Silz Carson , Jimena Gonzalez-Ramirez , Craig Heinicke , Mark Maier , Phil Ruder , Scott P. Simkins , Hiuko Adams , James “Michael” Latham , C. Lucy Malakar","doi":"10.1016/j.iree.2025.100316","DOIUrl":"10.1016/j.iree.2025.100316","url":null,"abstract":"<div><div>This paper describes the results of a multi-site randomized-controlled evaluation of the effect on student learning of Team-Based Learning (TBL) application exercises vs. traditional exercises in Principles of Microeconomics courses using the TBL pedagogy. The use of random assignment of a site to treatment or control group for each of four study modules combined with student fixed effects enables identification of the treatment effect on student learning while controlling for student characteristics. The results show moderate positive treatment effects of the TBL application exercises.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100316"},"PeriodicalIF":1.3,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143842641","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}
Pub Date : 2025-04-04DOI: 10.1016/j.iree.2025.100315
Rossen Trendafilov, Meghan Hennessy Mihal
Evidence of using podcasts in the classroom to supplement learning, while engaging students as a teaching tool has gained popularity in various introductory courses across many different disciplines. When compared to research papers, student-created podcasts rely on a less formal and more conversational language combined with hands-on use of technology, they have the potential to increase student engagement in disciplines like economics and finance. The process of simplifying and summarizing analysis, and explaining data in audio-only formats can help students understand concepts better. Further, student-created podcasts help students improve their communication skills, which are crucial for their placement on the job market. Using this hands-on approach, we have introduced podcast assignments in multiple courses. The novelty of our study is that we have introduced the student-created podcasts in upper-level economics and finance courses as an alternative to more traditional assignments while also including the assignments and details for other instructors to easily implement in their own courses. We conducted a survey to measure the impact of the podcasts on student engagement, learning outcomes, and job market preparedness. Having students research, write, and produce a podcast provides them with a tangible experience and a product that can be widely shared over social media and podcast platforms. Based on survey data collected we show that student-created podcasts are a successful educational tool that complements the existing traditional assignments, and students find creating the podcasts highly engaging and valuable.
{"title":"Student-created podcasts as a tool for teaching economics and finance","authors":"Rossen Trendafilov, Meghan Hennessy Mihal","doi":"10.1016/j.iree.2025.100315","DOIUrl":"10.1016/j.iree.2025.100315","url":null,"abstract":"<div><div>Evidence of using podcasts in the classroom to supplement learning, while engaging students as a teaching tool has gained popularity in various introductory courses across many different disciplines. When compared to research papers, student-created podcasts rely on a less formal and more conversational language combined with hands-on use of technology, they have the potential to increase student engagement in disciplines like economics and finance. The process of simplifying and summarizing analysis, and explaining data in audio-only formats can help students understand concepts better. Further, student-created podcasts help students improve their communication skills, which are crucial for their placement on the job market. Using this hands-on approach, we have introduced podcast assignments in multiple courses. The novelty of our study is that we have introduced the student-created podcasts in upper-level economics and finance courses as an alternative to more traditional assignments while also including the assignments and details for other instructors to easily implement in their own courses. We conducted a survey to measure the impact of the podcasts on student engagement, learning outcomes, and job market preparedness. Having students research, write, and produce a podcast provides them with a tangible experience and a product that can be widely shared over social media and podcast platforms. Based on survey data collected we show that student-created podcasts are a successful educational tool that complements the existing traditional assignments, and students find creating the podcasts highly engaging and valuable.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100315"},"PeriodicalIF":1.3,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143825522","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}
The increasing demand for computational skills in economics necessitates the integration of programming into undergraduate economics curricula in the UK. This paper argues for a systematic incorporation of programming courses tailored to economics students, addressing the limitations of current approaches and highlighting the benefits of such integration. We propose a sequence of introductory and intermediate-level integrated courses, and argue that this curriculum change will enhance students’ understanding of economic concepts, improve their employment prospects, and better prepare them for postgraduate studies. This paper aims to initiate a discussion and exchange of ideas and experiences on this subject at the national level.
{"title":"Integrating programming into the modern undergraduate economics curriculum","authors":"Nigar Hashimzade , Oleg Kirsanov , Tatiana Kirsanova","doi":"10.1016/j.iree.2025.100310","DOIUrl":"10.1016/j.iree.2025.100310","url":null,"abstract":"<div><div>The increasing demand for computational skills in economics necessitates the integration of programming into undergraduate economics curricula in the UK. This paper argues for a systematic incorporation of programming courses tailored to economics students, addressing the limitations of current approaches and highlighting the benefits of such integration. We propose a sequence of introductory and intermediate-level integrated courses, and argue that this curriculum change will enhance students’ understanding of economic concepts, improve their employment prospects, and better prepare them for postgraduate studies. This paper aims to initiate a discussion and exchange of ideas and experiences on this subject at the national level.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"49 ","pages":"Article 100310"},"PeriodicalIF":1.3,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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