Innovating Economics Education: Exploring Pedagogical Practices for Meaningful Economic Learning
Keywords:
Pedagogical Innovation, Economics Education, Meaningful Learning, Economic Literacy, Active Learning, Qualitative Case StudyAbstract
Pedagogical innovation has become increasingly important in economics education as students need to develop not only conceptual knowledge but also the ability to interpret and apply economic concepts to real-life situations. This study explores how innovative pedagogical practices are implemented in economics education and how they contribute to students’ meaningful economic learning. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis involving teachers and students engaged in economics learning. The data were analyzed thematically to identify patterns of pedagogical practice and their contribution to meaningful learning. The findings indicate that pedagogical innovation was reflected in contextualized learning, authentic economic problem-solving, inquiry-oriented activities, collaborative learning, case-based learning, and the development of critical thinking. These practices encouraged students to connect new economic concepts with prior knowledge and everyday experiences, actively participate in classroom interaction, analyze economic problems, evaluate alternative perspectives, and apply economic concepts to practical situations. The study also identified challenges related to instructional preparation, time allocation, classroom management, and teacher competence. Overall, the findings suggest that meaningful innovation in economics education is not simply a matter of introducing new teaching techniques but involves transforming the learning process from content transmission toward active interpretation, inquiry, application, and knowledge construction.
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