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A critical review of recent economics pedagogy literature, 2022–2023
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Steve Cook ,
Caroline Elliott ,
Denise Hawkes ,
Ashley Lait ,
Steve Proud ,
Carlos Angulo Zumaeta
International Review of Economics Education, Volume: 51, Start page: 100332
Swansea University Author:
Steve Cook
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DOI (Published version): 10.1016/j.iree.2025.100332
Abstract
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...
| Published in: | International Review of Economics Education |
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| ISSN: | 1477-3880 |
| Published: |
Elsevier BV
2026
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| Online Access: |
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa71111 |
| Abstract: |
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. |
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| Keywords: |
Economics Pedagogy; Assessment; Diversity; Employability; Module Design |
| College: |
Faculty of Humanities and Social Sciences |
| Funders: |
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. |
| Start Page: |
100332 |