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A critical review of recent economics pedagogy literature, 2022–2023

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

International Review of Economics Education, Volume: 51, Start page: 100332

Swansea University Author: Steve Cook Orcid Logo

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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...

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Published in: International Review of Economics Education
ISSN: 1477-3880
Published: Elsevier BV 2026
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URI: https://cronfa.swan.ac.uk/Record/cronfa71111
first_indexed 2025-12-08T11:18:33Z
last_indexed 2026-01-20T05:30:55Z
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spelling 2026-01-19T12:33:29.3705233 v2 71111 2025-12-08 A critical review of recent economics pedagogy literature, 2022–2023 fce851eab28f6d8126d9bcd88250c6d5 0000-0002-1820-8390 Steve Cook Steve Cook true false 2025-12-08 SOSS 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. Journal Article International Review of Economics Education 51 100332 Elsevier BV 1477-3880 Economics Pedagogy; Assessment; Diversity; Employability; Module Design 1 3 2026 2026-03-01 10.1016/j.iree.2025.100332 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Another institution paid the OA fee This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. 2026-01-19T12:33:29.3705233 2025-12-08T11:17:47.1121400 Faculty of Humanities and Social Sciences School of Social Sciences - Economics Alvin Birdi 0000-0003-1930-4939 1 Steve Cook 0000-0002-1820-8390 2 Caroline Elliott 0000-0002-1218-4164 3 Denise Hawkes 0000-0002-7305-3846 4 Ashley Lait 0000-0003-2894-5893 5 Steve Proud 0000-0002-0289-1842 6 Carlos Angulo Zumaeta 0009-0000-5876-9267 7 71111__36050__b1700641f1bb4d82ba477b06ee36b8f6.pdf 71111.VoR.pdf 2026-01-19T12:31:51.2204391 Output 951725 application/pdf Version of Record true © 2025 The Author(s). This is an open access article under the CC BY license. true eng http://creativecommons.org/licenses/by/4.0/
title A critical review of recent economics pedagogy literature, 2022–2023
spellingShingle A critical review of recent economics pedagogy literature, 2022–2023
Steve Cook
title_short A critical review of recent economics pedagogy literature, 2022–2023
title_full A critical review of recent economics pedagogy literature, 2022–2023
title_fullStr A critical review of recent economics pedagogy literature, 2022–2023
title_full_unstemmed A critical review of recent economics pedagogy literature, 2022–2023
title_sort A critical review of recent economics pedagogy literature, 2022–2023
author_id_str_mv fce851eab28f6d8126d9bcd88250c6d5
author_id_fullname_str_mv fce851eab28f6d8126d9bcd88250c6d5_***_Steve Cook
author Steve Cook
author2 Alvin Birdi
Steve Cook
Caroline Elliott
Denise Hawkes
Ashley Lait
Steve Proud
Carlos Angulo Zumaeta
format Journal article
container_title International Review of Economics Education
container_volume 51
container_start_page 100332
publishDate 2026
institution Swansea University
issn 1477-3880
doi_str_mv 10.1016/j.iree.2025.100332
publisher Elsevier BV
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Economics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Economics
document_store_str 1
active_str 0
description 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.
published_date 2026-03-01T05:34:28Z
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score 11.096068

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