Thesis Abstract

Abstract
The integration of technology in education has become a prevalent trend in higher institutions, aiming to enhance learning outcomes and student engagement. This thesis explores the impact of technology integration on economics education in higher institutions. The study examines the use of various technological tools and platforms in economics courses, analyzing their effectiveness in improving student learning and understanding of economic concepts. A mixed-methods approach is employed, combining quantitative data analysis with qualitative insights from educators and students. The research begins with an overview of the background of the study, highlighting the growing importance of technology in education and the need to assess its impact on economics education specifically. The problem statement underscores the existing gap in literature regarding the effectiveness of technology integration in economics courses. The objectives of the study are outlined to investigate the benefits and challenges of using technology in economics education. Limitations of the study are acknowledged, including potential biases in data collection and the generalizability of findings. The scope of the study is defined, focusing on economics courses in higher institutions and the impact of technology on student learning outcomes. The significance of the study is emphasized, as the results can inform educators, policymakers, and stakeholders in enhancing economics education through technology integration. The structure of the thesis is outlined, detailing the organization of chapters and sub-sections. Chapter two presents a comprehensive literature review, analyzing existing research on technology integration in education and its impact on learning outcomes. Chapter three describes the research methodology, including data collection methods, sampling techniques, and data analysis procedures. Chapter four presents a detailed discussion of the findings, highlighting the key results of the study and their implications for economics education. The effectiveness of technology tools such as online simulations, interactive modules, and virtual classrooms is evaluated in enhancing student engagement and understanding of economic concepts. In conclusion, the thesis summarizes the main findings and discusses their implications for practice and future research. Recommendations are provided for educators and institutions looking to integrate technology effectively in economics education. Overall, this study contributes to the existing literature on technology integration in education and provides valuable insights into enhancing economics education in higher institutions.

Thesis Overview