A Framework for Assessing Economic Literacy Pedagogies in Higher Education

Thesis Abstract

This study investigates how economic literacy pedagogies in higher education can be evaluated and enhanced through a formalized framework that links pedagogical practices to measurable learning outcomes. Despite ongoing reforms in economics education, there remains a fragmented understanding of which pedagogical approaches most effectively cultivate economic literacy, defined as the ability to interpret economic information, analyze policy implications, and apply core concepts to real-world issues. The aim is to develop a robust evaluative framework that (i) specifies pedagogical dimensions (conceptual clarity, active learning, feedback mechanisms, and assessment alignment), (ii) defines indicators of economic literacy across cognitive, affective, and behavioral domains, and (iii) provides a practical toolset for institutions to diagnose strengths and gaps in their curricula. The study is guided by two theoretical lenses the Constructivist Learning Theory, emphasizing student-centered inquiry and the co-construction of knowledge, and the Experiential Learning Theory, highlighting concrete experience, reflective observation, abstract conceptualization, and active experimentation as pathways to competence in economics. Specific objectives include (1) mapping existing economic literacy pedagogies in undergraduate and taught master’s courses across five universities; (2) identifying relationships between instructional practices and measured literacy outcomes using a mixed-methods approach; (3) validating a composite framework that integrates curriculum design, instructional strategies, and assessment alignment; and (4) generating actionable recommendations for policy and program design. The methodology employs a sequential explanatory mixed-methods design. The population comprises economics and applied economics programs across five public universities with diverse student cohorts (N ? 3500). A stratified random sample of 40 courses (approximately 400 students) will be selected for quantitative data collection, complemented by purposive sampling of 12 instructors for qualitative inquiry. Quantitative data will be gathered via a standardized Economic Literacy Inventory (ELI) designed to measure cognitive-literacy outcomes, combined with a Curriculum and Pedagogy Audit (CPA) instrument to capture instructional practices and assessment alignment. Reliability of the ELI will be established through Cronbach’s alpha (target ? 0.85) and construct validity via confirmatory factor analysis (CFA). Data analysis will utilize multiple regression and structural equation modeling (SEM) to test hypothesized links between pedagogical dimensions and literacy outcomes, controlling for student background variables. Qualitative data will be collected through semi-structured interviews with instructors and thematic analysis of classroom observations (n ? 24 sessions) using a coding framework informed by the theoretical constructs. Triangulation will integrate quantitative findings with qualitative insights to refine the evaluative framework. Expected findings include (i) identification of key pedagogical drivers of economic literacy (e.g., problem-based learning, explicit concept mapping, timely feedback, and authentic assessment tasks); (ii) evidence that alignment among learning objectives, instructional activities, and assessment significantly predicts higher literacy scores; and (iii) nuanced differences in effectiveness across course level (introductory vs. advanced) and delivery mode (on-campus vs. online). The study anticipates that constructivist and experiential elements will synergistically enhance literacy, with the strongest effects when instructors explicitly model economic reasoning, integrate real-world datasets, and employ iterative feedback loops. The contribution to knowledge is multi-fold. It offers a theoretically grounded, practically implementable framework for evaluating and improving economic literacy pedagogies in higher education, bridging gaps between pedagogy theory and curriculum design, and providing a validated instrument suite for institutional use. The framework advances measurement in educational economics by operationalizing literacy as a multidimensional construct linked to specific instructional practices and assessment strategies. Policy implications include guidance for program accreditation standards, teaching development programs, and resource allocation toward evidence-based pedagogical innovations. The study concludes that a coherent framework combining constructivist and experiential principles, with rigorous measurement and ongoing feedback, substantially enhances economic literacy outcomes. Recommendations for practice involve adopting iterative curriculum design processes, investing in professional development focused on inquiry-based and data-driven learning, and implementing standardized assessment anchors to monitor progress over time. Suggestions for further research include cross-cultural replications, longitudinal tracking of literacy development across degree pathways, and exploration of digital platform affordances in disseminating and assessing economic literacy.