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Journal articles on the topic 'Teaching Method of Economics'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Husen, Mr Shaikh Matin Shaikh. "Facts of Economics Curriculum and Teaching Method." International Journal of Trend in Scientific Research and Development Volume-3, Issue-4 (2019): 1104–7. http://dx.doi.org/10.31142/ijtsrd24015.

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Feng, Sida, and Yinlu Cai. "Case Design of Microeconomics Teaching based on BOPPPS Teaching Method." Journal of Education and Educational Research 5, no. 3 (2023): 281–83. http://dx.doi.org/10.54097/jeer.v5i3.13785.

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"Microeconomics" is a basic course of economics and management majors, and occupies an important position in professional teaching. However, in practical teaching, it is difficult to arouse students' learning enthusiasm due to the large number of theoretical knowledge and formulas, thus affecting the teaching effect. "Demand and demand curve" is the basic concept and core knowledge in the course of Microeconomics. In order to improve the teaching effect of this course, this paper takes "demand and demand curve" as an example, and carries out teaching design based on BOPPPS teaching theory. Thi

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Mr., Shaikh Matin Shaikh Husen. "Facts of Economics Curriculum and Teaching Method." International Journal of Trend in Scientific Research and Development 3, no. 4 (2019): 1104–7. https://doi.org/10.31142/ijtsrd24015.

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Education is designed to produce existing knowledge in new minds and to make these minds more receptive and more capable of absorbing transforming, creating and using knowledge. However, the ability to understand is a scarce good but can be expanded by suitable training. There is a scheme of plugging the knowledge gap in economics for university and college teachers better known as Refresher Course, fully funded by University Grants Commission. Every year almost twenty universities are assigned the work of refreshing the teachers in the courses of economics. Every teacher has to attend minimum

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Aslambekova, Natalia V., and Petimat L. Zulkarnayeva. "DYNAMIC METHODS OF TEACHING ECONOMICS." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 10/12, no. 151 (2024): 16–23. https://doi.org/10.36871/ek.up.p.r.2024.10.12.002.

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Internet platforms for teaching students are an innovative and increasingly pop-ular means in the educational sphere of our time. The article highlights the key advantages of such platforms for student learning, in particular, it emphasizes the opportunity for each student to study subjects at their own pace and at a convenient time. Research method. Particular attention is paid to the availability of a wide range of courses and educational programs available to students around the world. Platforms like Coursera and Moodle provide students with the opportunity to choose courses in a variety of

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Chen, Zongyi. "Can Flipping the Classroom Change the Traditional Teaching Method of “Economic Research Methods”?" Lifelong Education 9, no. 5 (2020): 14. http://dx.doi.org/10.18282/le.v9i5.1193.

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The course “Economics Research Methods” is often unsatisfactory because of its abstract nature and high requirements for students’ knowledge reserves. Flipping the classroom has changed the timing of knowledge transfer and knowledge internalization, which is helpful for students to make up for their knowledge reserves, and helps to improve the process of knowledge internalization through active classroom discussions with teachers, and it is more conducive to students to establish economic thinking and knowledge Picture. Of course, “Economics Research Methods” also requires teachers and student

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BECKER, WILLIAM E., and MICHAEL WATTS. "TEACHING TOOLS: TEACHING METHODS IN UNDERGRADUATE ECONOMICS." Economic Inquiry 33, no. 4 (1995): 692–700. http://dx.doi.org/10.1111/j.1465-7295.1995.tb01889.x.

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KHUDOYNAZAR, ERGASHEV. "MODERN TEACHING METHODS USED IN TEACHING ECONOMICS AT THE INSTITUTE." Seybold Report Journal 18, no. 07 (2023): 2528–36. https://doi.org/10.5281/zenodo.8240997.

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<strong>Abstract</strong> The use of various teaching methods makes it possible to make lessons in economics interesting, accessible for understanding by different age groups of students. Active teaching methods allow students to apply theoretical knowledge in practice, to understand real economic situations. Heuristic teaching methods enable students to show their creativity, look for non-standard solutions to various economic problems. The use of various teaching methods, combining them makes it possible to achieve the best result in teaching the economy to students, obtaining them versatile

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KONONETS, N., and Zh KONONENKO. "RESOURCE-ORIENTED METHODOLOGY OF STUDYING GLOBAL ECONOMIC RATINGS IN THE TRAINING SYSTEM OF FUTURE SPECIALISTS IN BUSINESS ECONOMICS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 32 (December 8, 2023): 138–46. http://dx.doi.org/10.33989/2075-146x.2023.32.292658.

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In the article, the authors present a resource-oriented methodology of studying global economic ratings in the system of training future specialists in business economics, which consists of 5 stages: theoretical, search, analytical, summarizing and predictive. The theoretical stage involves the presentation of theoretical material to students: the conceptual and categorical apparatus of the discipline "Global Business Environment", its purpose, subject and tasks, methods of calculating global indices. Teaching methods: visualization of educational content, interactive discussions, mind mapping

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Nunvarova, Jana, Petra Poulova, Pavel Prazak, and Blanka Klimova. "Effectiveness of Digital Storytelling in Teaching Economics." Education Sciences 13, no. 5 (2023): 504. http://dx.doi.org/10.3390/educsci13050504.

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Digital storytelling is one of the teaching methods that aims to improve motivation of students, critical thinking and learning outcomes. The results of previous research show the successful use of this method in education, but its use in some subjects is still questionable. The aim of the pedagogical experiment, which was conducted in 2021 at six business academies in the Czech Republic, was to discover whether or not digital storytelling contributes to better study results in business subjects taught at high school. A total number of 856 students were randomly divided into two independent gr

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Farias, Christine, and Fabian Balardini. "Teaching social economics." International Journal of Social Economics 46, no. 8 (2019): 960–76. http://dx.doi.org/10.1108/ijse-05-2018-0253.

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Purpose Teaching complex economic theories can be made relevant through everyday life experiences and current economic, social, and environmental crises can be used as vehicles for student learning. The purpose of this paper is to help students understand that the economy should be seen as a social system that evolves over time driven by conflictive and contradictory forces and enable them to develop the critical thinking skills needed to make better choices for a more equitable and sustainable future. Design/methodology/approach The paper reviews the historical role played by neoliberalism on

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Panteleeva, Tatyana, Elena Tikhonova, and Alexander Boykov. "Application of Case Study Method in Teaching Students Specialized in Economics." SHS Web of Conferences 99 (2021): 01003. http://dx.doi.org/10.1051/shsconf/20219901003.

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The article focuses on the role of interactive methods in teaching students of economic areas of training, in particular, on the example of the analysis of the introduction of the case method into the teaching methodology. The objectives of the study were to consider the features of modern schools in Europe in the use of the case method; to analyze approaches to the use of the method in foreign countries. The advantages of the case study method over other teaching methods are listed, and the importance of the method in the formation of necessary competencies in teaching students is determined.

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Et.al, Ruhaida Saidon. "The Impact of Web 2.0 Tools on Economics Education." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 2386–99. http://dx.doi.org/10.17762/turcomat.v12i3.1228.

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Economics education has been overly paired with traditional "chalk and talk" teaching methods. However, educators must shift the conventional teaching approach to more innovative teaching methods that allow students to engage more effectively in the learning process. This study attempts to evaluate the impact of Web 2.0 tools on students’ interaction and engagement in learning Principles of Economics course. The data on the lecturer's observation, together with the engagement and expectations of forty-four students in the Principles of Economic class were used in this study. This study adopted

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Ruhaida Saidon, Juhaida Abu Bakar, Mohamad-Noor Salehhuddin Sharipudin, and Zalina Zainal. "The Impact of Web 2.0 Tools on Economics Education." Journal of Advanced Research in Applied Sciences and Engineering Technology 28, no. 3 (2022): 287–98. http://dx.doi.org/10.37934/araset.28.3.287298.

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Economics education has been overly paired with traditional "chalk and talk" teaching methods. However, educators must shift the conventional teaching approach to more innovative teaching methods that allow students to engage more effectively in the learning process. This study attempts to evaluate the impact of Web 2.0 tools on students’ interaction and engagement in learning Principles of Economics course. The data on the lecturer's observation, together with the engagement and expectations of forty-four students in the Principles of Economic class were used in this study. This study adopted

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Marks, Stephen G., and Michael G. Rukstad. "Teaching Macroeconomics by the Case Method." Journal of Economic Education 27, no. 2 (1996): 139–47. http://dx.doi.org/10.1080/00220485.1996.10844903.

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Marks, Stephen G., and Michael G. Rukstad. "Teaching Macroeconomics by the Case Method." Journal of Economic Education 27, no. 2 (1996): 139. http://dx.doi.org/10.2307/1183021.

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Carlson, William L. "A Case Method for Teaching Statistics." Journal of Economic Education 30, no. 1 (1999): 52. http://dx.doi.org/10.2307/1183033.

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Glotova, Marina Yu, and Evgeniia A. Samokhvalova. "Integrated lesson of informatics and economics." Science and School, no. 4, 2020 (2020): 134–43. http://dx.doi.org/10.31862/1819-463x-2020-4-134-143.

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The article dwells upon the methods of teaching at the integrated lessons of computer science and economics. Creative tasks, method of projects, cases involving Internet technologies are applied. Specific tasks for the formation of competences of a citizen of digital society are considered. Teaching digital financial and economic skills develops the ability to use information in the process of studying at an educational institution and serves for students’ applied use in their future activities.

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黄, 羿. "Research on Teaching Reform of Environmental Economics Course Based on Project-Based Teaching Method." Advances in Education 14, no. 02 (2024): 2015–21. http://dx.doi.org/10.12677/ae.2024.142310.

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Yang, Zheng. "The Teaching Reform of 《Managerial Economics》." Advanced Materials Research 271-273 (July 2011): 1753–56. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1753.

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The research will aim to establish a new method for teaching of Managerial economics. we encourage to attach importance to mathematics and raise the proportion of mathematics and statistics in the curriculum, the research technique of sampling survey is adopted in this essay. In former courses, it was required to learn with popular and easy-to-understand language as well as combining theory with reality, while we suggest quite the opposite.

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Zhang, Yu Aimee. "Developing Animated Cartoons for Economic Teaching." Journal of University Teaching and Learning Practice 9, no. 2 (2012): 67–80. http://dx.doi.org/10.53761/1.9.2.5.

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Purpose – A picture is worth a thousand words. Multimedia teaching materials have been widely adopted by teachers in Physics, Biotechnology, Psychology, Religion, Analytical Science, and Economics nowadays. To assist with engaging students in their economic study, increase learning efficiency and understanding, solve misconception problems, encourage in class discussion, and increase final performance for students (especially for international students and RA students), some animations and cartoons are developed to explain basic economic concepts for both macroeconomic and microeconomic concep

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Ren, Zhian, Fangru Zhu, and Zejiong Zhou. "Research on the Model and Design of Experimental Teaching in Management Economics." Frontiers in Sustainable Development 3, no. 12 (2023): 99–106. http://dx.doi.org/10.54691/55c03m47.

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As an innovative teaching method for management economics, experimental teaching in management economics is not only an effective means to change traditional "cramming" teaching, but also an important intermediary to achieve close connection between theoretical knowledge and enterprise practice. The goal of experimental teaching in management economics is to enable students to proficiently apply economic theory and related software to analyze and solve practical problems in enterprises through classroom simulation experiments. In the process of exploring and implementing experimental teaching

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22

KHudayberganova, Marguba Abdievna, Botir Erkinovich Shermatov, and Sanobar Dilshodevna Sativaldieva. "The Lingvadidactic Basis of Teaching Economic Terms Through the Interactive Method." International Journal of Academic Research in Business, Arts & Science ( IJARBAS.COM ) 3, no. 4 (2021): 17–26. https://doi.org/10.5281/zenodo.4739262.

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The purpose of the research is to improve the lingo didactic basis of teaching economic terms in English and to illustrate ways to solve problems that arise in practice. use of interactive methods, analysis of the peculiarities of teaching economic terms, study of the history of the origin of terms and quantitative indicators in the assimilation layer, identification of the typology of problems in the practical application of economic terms, the development of a system of utilization.   <strong><em>Keywords</em></strong>: didactic basis, terminology, economics, linguodidactics, monolingua

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LIU, Hongjun. "Research on the training mode of critical thinking in economics curriculum under the background of educational reform." Region - Educational Research and Reviews 6, no. 11 (2025): 149. https://doi.org/10.32629/rerr.v6i11.3229.

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Under the background of the continuous deepening of educational reform, the innovation of teaching methods and models of economics, as a key way to cultivate students' economic accomplishment and thinking skills, is particularly critical. This study focuses on the way to cultivate critical thinking in economics courses under the background of education reform through innovation of teaching mode, adjustment of course content and methods, and establishment of learning assessment and feedback mechanism. The research discusses the direction and requirements of education reform, the uniqueness of e

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Yorbekova, Dilorom, and Umida Raximova. "MODERN FOUNDATIONS OF TEACHING ECONOMICS IN UNIVERSITY." Eurasian Journal of Academic Research 03, no. 02 (2023): 173–76. http://dx.doi.org/10.37547/ejar-v03-i02-p4-154.

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At present, the problem of methods of teaching economics is becoming more and more urgent in our country. We are witnessing a reform of the higher education system. Increasing attention is paid to independent work. Other trends are also noticeable. The purpose of this article is to study the basics of teaching methods in general and economic disciplines in particular, as well as to analyze the main trends in the development of higher economic education in Uzbekistan.

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Gao, Lili, Zhian Ren, Gang Wang, Wenwen Li, and Hongmei Chen. "Participatory Teaching Design and Improvement of Managerial Economics Course." International Journal of Education and Humanities 5, no. 2 (2022): 20–24. http://dx.doi.org/10.54097/ijeh.v5i2.1983.

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To cultivate innovative and applied talents, it is imperative to carry out participatory teaching. Firstly, this paper discusses the connotation of participatory teaching. After combing the existing research, it is found that there is no attempt of participatory teaching method in the course of Managerial Economics. Based on the analysis of the necessity and possibility of participatory teaching in Managerial Economics, we put forward the specific design of participatory teaching method in this course. Combined with the author's practice of participatory teaching in recent two years, this pape

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Kim, Marlene. "Teaching popular economics to less‐educated adults: principles and examples for teaching heterodox and critical economics." On the Horizon 20, no. 3 (2012): 194–205. http://dx.doi.org/10.1108/10748121211256793.

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PurposeThis paper aims to describe how to teach economics to adult learners, many of whom are women, immigrants and do not hold college degrees, but who feel the effects of mainstream economics — and the brunt of economic policies and the ensuing lack of services that are provided — in their everyday lives.Design/methodology/approachThe article reviews popular education pedagogy and discusses and illustrates these in teaching lay audiences economics. Because they are lower‐educated adult learners, different pedagogy and curriculum are needed, which involve participatory methods that clearly il

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Septiyana, Linda, Aisyah Sunarwan, Silviana Gestiana, and Bagus Firmansyah. "Pelatihan Peningkatan Keterampilan Berbicara Bahasa Inggris Melalui Metode Task-Based Language Teaching Bagi Mahasiswa Ekonomi Syariah." DEDIKASI: Jurnal Pengabdian Masyarakat 3, no. 1 (2021): 88. http://dx.doi.org/10.32332/d.v3i1.3158.

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Islamic Economics Department makes English as a basic subject so that the students can have basic skills in English. Having the ability to communicate English well of course becomes a precious value for their careers ahead considering that now days we come to the Era of the Asean Economic Community (AEC). The objectives of this community service activity are 1) introducing the Task-Based Language Teaching (TBLT) learning method to Islamic Economics Students of IAIN Metro; 2) improving the English speaking skills of Islamic Economics students at IAIN Metro. The target of this Community Service

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Batchaeva, Zurida B., Malika A. Biysultanova, and Vladislav A. Kolesnikov. "MULTIMEDIA RESOURCES IN TEACHING ECONOMICS." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 12/3, no. 153 (2024): 5–13. https://doi.org/10.36871/ek.up.p.r.2024.12.03.001.

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This study is devoted to the study of the influence of multimedia resources on teaching and studying economics, as well as identifying the opportunities they offer for teachers and students. In the modern educational process, multimedia technologies are becoming an important tool that allows combining traditional and innovative teaching methods. The study claims that visual and audiovisual elements facilitate the understanding of complex economic concepts and promote the development of critical thinking and creativity in students. Among the methods that are actively used in teaching, group dis

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Kambarova, L.R. "THE PROBLEM AND METHODS OF ENLARGING STUDENT VOCABULARY IN THE ENGLISH CLASSESS AT NON-LINGUISTIC UNIVERSITIES." EURASIAN JOURNAL OF ACADEMIC RESEARCH 2, no. 6 (2022): 9–15. https://doi.org/10.5281/zenodo.6615931.

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At present days, we can observe a transition from a communicative approach to teaching a language to its diversity - an interactive approach in the modern methodology of teaching foreign languages. Interactive methods are aimed at a wider interaction of students not only with the teacher, but also with each other, as well as at increasing the activity of students in the learning process.    The aim of the work is the confirmation of the efficiency of the application of interactive forms of learning in teaching a foreign language (English) in the nonlinguistic universities. For exampl

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Ray, Mona. "Teaching economics using ‘Cases’ – Going beyond the ‘Chalk-And-Talk’ method." International Review of Economics Education 27 (January 2018): 1–9. http://dx.doi.org/10.1016/j.iree.2017.12.001.

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Hryvkivska, O., O. Vidomenko, I. Arenovych, and B. Arenovych. "INTERACTIVE METHODS IN TEACHING ECONOMIC DISCIPLINES." Market economy: modern management theory and practice 21, no. 2(51) (2023): 21–29. http://dx.doi.org/10.18524/2413-9998.2022.2(51).274362.

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The article addresses the essence of the interactive method in teaching the economics, which involves the application of the latest approaches to the study of economic processes and phenomena using information systems and equipment for innovative and operational presentation of the obtained results. It was determined that the main task of economic education currently is the formation of active economic subjects capable of influencing social production at the micro level, as well as adequately evaluating the actions of the state at the macro level. Еxamines the theoretical and methodological as

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Salmiah, Salmiah, Yulia Novita, Alfiah Alfiah, and Novian Aldo. "Teaching Ability of Economic Teachers with Certification and its Impact on Students’ Economic Achievement." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (2022): 4853–60. http://dx.doi.org/10.35445/alishlah.v14i4.1683.

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The objective of the research was to know the impact of teaching ability of economic teachers that were certified upon the student’s achievement in economic subject. The type of this research was quantitative method. The population and sample of the research were all economics students with total of forty-four students. The data of teaching ability was collected by questionnaires and student’s achievement were taken from documentation of economic scores from economic teachers.Then, the data was analyzed with serial correlation. Based on the result of data analysis, it could be concluded that t

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Zofiroh, Firani, Dewi Kusuma Wardani, and Khresna Bayu Sangka. "Pengaruh Persepsi Profesi Guru dan Lingkungan Keluarga Terhadap Minat Menjadi Guru Ekonomi Dimediasi Oleh Motivasi." Jurnal Pendidikan Ekonomi (JUPE) 10, no. 3 (2022): 172–80. http://dx.doi.org/10.26740/jupe.v10n3.p172-180.

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There is still a lot of demand for economics teachers, both to meet the needs of teachers in SMA and SMK. Prospective economics teachers certainly undergo the educational process at the LPTK, especially the Economic Education study program. A strong interest in students in the teaching profession must be maintained from the beginning of entering college to graduation. This study aims to determine the effect of the perception of the teaching profession and the family environment on the interests in becoming an economics teacher mediated by the motivation of Economic Education students at Sebela

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Allgood, Sam, William B. Walstad, and John J. Siegfried. "Research on Teaching Economics to Undergraduates." Journal of Economic Literature 53, no. 2 (2015): 285–325. http://dx.doi.org/10.1257/jel.53.2.285.

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This survey summarizes the main research findings about teaching economics to undergraduates. After briefly reviewing the history of research on undergraduate economic education, it discusses the status of the economics major—numbers and trends, goals, coursework, outcomes, and the principles courses. Some economic theory is used to explain the likely effects of pedagogical decisions of faculty and the learning choices that students make. Major results from empirical research are reviewed from the professor perspective on such topics as teaching methods, online technology, class size, and text

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Thi Le Thuy, NGUYEN. "PROJECT APPLICATION ON TEACHING INTERCULTURAL COMMUNICATION SUBJECT FOR ENGLISH MAJOR THIRD-YEAR STUDENTS AT THE UNIVERSITY OF ECONOMICS – TECHNOLOGY FOR INDUSTRIES." Vinh University Journal of Science 53, no. 1C (2024): 118–26. http://dx.doi.org/10.56824/vujs.2023c166.

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This research article introduces project - based teaching method in addition to traditional teaching methods used in teaching Intercultural Communication subject for third - year students majoring in English at The University of Economics - Technology for Industries. The article discusses the theory of project - based teaching and the results achieved when applying this teaching method in teaching Intercultural Communication subject. By using qualitative and quantitative analysis methods to process data from 40 survey questionnaires collected from students, a number of appropriate suggestions

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Butyrnova, T. V. "USING INTERACTIVE METHODS IN TEACHING OF ECONOMICS." Pedagogicheskiy Zhurnal Bashkortostana, no. 3 (2016): 51–56. http://dx.doi.org/10.21510/1817-3292-2016-3-49-54.

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Butyrnova, T. V. "USING INTERACTIVE METHODS IN TEACHING OF ECONOMICS." Pedagogicheskiy Zhurnal Bashkortostana, no. 3 (2016): 51–56. http://dx.doi.org/10.21510/1817-3292-2016-3-49-54.

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Becker, William E., and Michael Watts. "Teaching Methods in U.S. Undergraduate Economics Courses." Journal of Economic Education 32, no. 3 (2001): 269–79. http://dx.doi.org/10.1080/00220480109596108.

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Riadynska, I. A. "The Innovative Teaching Methods in the Study of Economic Disciplines in Higher Education Institutions of Ukraine." Business Inform 1, no. 516 (2021): 134–38. http://dx.doi.org/10.32983/2222-4459-2021-1-134-138.

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The article is primarily aimed at considering the essence and significance of innovative methods of teaching economic disciplines in higher education institutions, their use in professional activities with students during educational work. The article considers innovative methods of learning in the teaching of economic disciplines used in the system of modern educational process in higher education institutions of Ukraine. The peculiarities of forms and methods of innovative learning are defined, the specifics of their use during classes with students in economic disciplines are covered. The a

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Yasmar, Renti, Fitriyana Azizah, and Rahadian Kurniawan. "Analysis of the Book "Arab Economics" at the Faculty of Islamic Economics and Business on Ibn Khaldun's Theory." Tanwir Arabiyyah: Arabic As Foreign Language Journal 4, no. 1 (2024): 23–40. http://dx.doi.org/10.31869/aflj.v4i1.5447.

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The teaching of Arabic in Islamic universities faces many problems, including the lack of special educational materials and used by each teacher differently, the existing class is few than he had to perform for four skills, the lack of vocabulary to practice the language skill, and in addition to the lack of enthusiasm in learning Arabic only from the Faculty of Arabic Language Teaching only. The aim of this study is to know the objectives, material, method and evaluation of the book "Arab Economic" on the theory of Ibn Khaldun, and this research of the type of qualitative descriptive study, t

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Vasilenko, Timofey Andreevich. "The Use of Information and Communication Technologies in Teaching Economics to Students in Basic School." Development of education, no. 3 (9) (September 24, 2020): 84–88. http://dx.doi.org/10.31483/r-86210.

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The author of the article outlines that the problem of teaching methods is one of the most important in pedagogical science and practice of school teaching, since teaching methods are the main tools with which a tutor teaches the basics of science to students, develops their cognitive abilities, ensures personal development and forms a scientific worldview. The article formulates the role of information and communication technologies (ICT) in the educational process. The pedagogical experiment of using ICT in teaching economics to primary school children is described. The purpose of the resear

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Наугольникова, Ольга Михайлівна. "СИСТЕМА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ЕКОНОМІСТІВ У США". Педагогіка та психологія, № 52 (19 березня 2016): 291–301. https://doi.org/10.5281/zenodo.47934.

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<em>The system of professional training of future economists in the USA is offered in the article. The aim of the article is to determine the system bases of professional training of future economists in the USA. The tasks of the article consist of the analysis of modern state of economic education at US school; qualifications and organizational features of professional training of future economists at US Universities; means and recourses of professional training of future economists at US Universities. The main goal of professional training in Economics has been identified as developing an ec

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Yao, Na, Ping Yu, and Qingwen Yuan. "Study of the Application of the CLIL Method in Bilingual Macroeconomics Teaching." Scientific and Social Research 6, no. 2 (2024): 6–11. http://dx.doi.org/10.26689/ssr.v6i2.6119.

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This article discusses the methods and considerations of applying the Content and Language Integrated Learning (CLIL) teaching method to bilingual teaching in macroeconomics. The paper begins by introducing the concept of the CLIL teaching method and its unique features in the context of economics courses in higher education. Subsequently, the article delves into the methods of applying CLIL in bilingual macroeconomics teaching, including bilingual classroom lectures, bilingual textbook design, bilingual group discussions, macroeconomics case studies, bilingual classroom interaction, and bilin

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Chen, Kexu. "Practical Research on the Application of Problem-Based Learning (PBL) in the Teaching of Economic History." Advances in Social Behavior Research 8, no. 1 (2024): 18–21. http://dx.doi.org/10.54254/2753-7102/8/2024062.

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Economic history, as a core course for undergraduates in economics, contains rich educational content. Based on this, this paper proposes the use of a problem-based learning (PBL) approach in the teaching of economic history. The method involves teachers proposing topics and questions, with students completing the tasks, thereby deepening their understanding of economic history. The results of teaching practice have shown significant effectiveness and provide a reference path for the implementation of economic history teaching, broadening the approach to curriculum implementation.

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Cao, Huashen. "Enhancing Students’ Innovative Abilities through Project-Based Learning in International Economics: A Case Study Approach." Journal of Education and Educational Research 13, no. 1 (2025): 184–87. https://doi.org/10.54097/0vp6ak72.

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This study investigates the implementation of project-based learning (PBL) in the International Economics course to enhance students’ innovative abilities. Traditional teaching methods in International Economics often neglect individual student engagement and the integration of theory with real-world practice. In contrast, PBL engages students in authentic, complex projects that require the application of economic theories to practical problems. Through the construction of a comprehensive teaching resource repository, optimization of course content, development of interactive teaching models,

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Budiwati, Neti, Kinanti Geminastiti H, and Fazar Nuriansyah. "USE OF SIMULATION METHODS AND VIDEO MEDIA TEACHING IN INCREASING STUDENTS' INTEREST TO BECOME TEACHERS (Case in Economics Learning Strategy Course)." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (2022): 3813–20. http://dx.doi.org/10.35445/alishlah.v14i3.1680.

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The problem of the low interest in being a teacher for students participating in the Economics Learning Strategy Study Program of Economics Education Study Program at the University of Economics Education became the motivation for this research to be carried out. This study aims to determine whether the use of teaching simulation methods and teaching video media for teachers can increase students' interest in being a teacher. The research method is descriptive qualitative with an open questionnaire data collection tool through the Integrated Online Learning System (SPOT) Universitas Pendidikan

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Rafikova Zukhra. "Innovative Methods of Teaching Foreign Languages for Economics Students." Journal of Pedagogical Inventions and Practices 29 (February 20, 2024): 31–34. http://dx.doi.org/10.62480/jpip.2024.vol29.pp31-34.

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This article explores the intersection of foreign language acquisition and economics education, highlighting innovative teaching methods designed to benefit economics students. It discusses the increasingly vital role of multilingual proficiency in the global economy and addresses the limitations of traditional language teaching methodologies in meeting the specific needs of students pursuing economics. The article outlines several forward-thinking approaches, including Content and Language Integrated Learning (CLIL), Project-Based Learning (PBL), professional language exchange programs, gamif

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Yorbekova, Dilorom Muxammadkulovna Raximova Umida Rabbimovna. "MODERN FOUNDATIONS OF TEACHING ECONOMICS IN UNIVERSITY." EURASIAN JOURNAL OF ACADEMIC RESEARCH 3, no. 2 (2023): 173–76. https://doi.org/10.5281/zenodo.7679792.

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At present, the problem of methods of teaching economics is becoming more and more urgent in our country. We are witnessing a reform of the higher education system. Increasing attention is paid to independent work. Other trends are also noticeable. The purpose of this article is to study the basics of teaching methods in general and economic disciplines in particular, as well as to analyze the main trends in the development of higher economic education in Uzbekistan.

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YU, Jun. "Research on sharing economics classroom teaching methods based on innovative talent cultivation." Region - Educational Research and Reviews 5, no. 3 (2023): 179. http://dx.doi.org/10.32629/rerr.v5i3.1342.

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The training of professional talents must keep pace with the times. In the era of the Internet and big data, economic and social development requires economics talents not only to master economic theory, but also to master emerging subject knowledge such as big data and modern information technology to help promote the healthy development of new industries and new business formats. The ability structure and knowledge structure required by traditional teaching methods are out of touch with the needs of the times. Currently, not only sharing economics courses, but also professional textbooks on

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Uda, Kalu Chidinma, Oleabhiele Eric O, and Gotip Nehemiah Wokji. "The Relationship Between Southeast Nigerian Students' Interest in Economics and the Methods Used by Economics Teachers to Teach It." ETDC: Indonesian Journal of Research and Educational Review 3, no. 2 (2024): 70–81. https://doi.org/10.51574/ijrer.v3i2.1191.

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This study evaluated how South East Nigerian students' interest in economics correlated with the teaching methods of economics teachers. Descriptive statistics of the correlational type were used in the research methodology; the sample size for the study was chosen using purposive and proportionate sampling techniques; the mean and standard deviation were used to answer the research questions; Pearson product-moment correlation and the one-way ANOVA F-test were used to test the hypotheses. The study's conclusions demonstrated a strong correlation between students' academic interest in economic

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