A Framework for Integrating Experiential Learning in Economics Education Curricula

Thesis Abstract

The prevailing reliance on traditional theoretical approaches in economics education has been criticized for inadequately preparing students for real-world economic problem-solving and decision-making. This study investigates the integration of experiential learning methodologies into undergraduate and postgraduate economics curricula to enhance learners' practical skills, critical thinking, and application of economic theories. The primary aim is to develop a comprehensive framework that guides educators in embedding experiential learning components within existing curricula. Specific objectives include identifying effective experiential learning strategies applicable to economics, examining the perceptions and readiness of faculty and students to adopt such approaches, and evaluating the impact of experiential methods on students' economic understanding and skills development. Employing a mixed-methods research design, the study combines qualitative and quantitative techniques to capture a comprehensive understanding of the integration process. The qualitative phase involves semi-structured interviews with 30 economics faculty members from a representative sample of five universities, selected through purposive sampling, to explore their perceptions, challenges, and readiness to implement experiential learning. The quantitative phase involves administering a structured survey to 300 economics students across these universities, with stratified random sampling to ensure representation across academic years and specialization areas. The survey instrument measures students’ prior exposure to experiential learning, attitudes towards such methods, and self-assessed competencies in applying economic concepts. Data collected from surveys will be analyzed using descriptive statistics, factor analysis to identify underlying dimensions, and regression analysis to assess the relationship between experiential learning exposure and student outcomes. Furthermore, the study involves thematic analysis of interview transcripts, guided by Braun and Clarke’s six-phase framework, to elucidate faculty perspectives on barriers, enablers, and best practices for experiential learning adoption. The empirical findings will inform the development of a theoretically grounded framework, conceptualized through the lens of Kolb’s experiential learning theory and Vygotsky’s social constructivist theory, emphasizing active participation, reflection, and social interaction as core components of effective experiential learning in economics. The framework aims to facilitate curriculum reforms by integrating practical activities such as simulations, case studies, field visits, and community engagement projects aligned with learning objectives. Expected results suggest that experiential learning positively influences students’ critical thinking, economic reasoning, and professional readiness. The analysis is anticipated to reveal significant correlations between experiential exposure and higher self-efficacy in applying economic principles, with faculty and institutional factors mediating implementation success. The proposed framework is expected to serve as a practical model for integrating experiential methods systematically into economics curricula, addressing identified barriers such as resource constraints, faculty training needs, and curriculum rigidity. This research contributes to the body of knowledge by offering a validated, context-sensitive framework that bridges theory and practice in economics education. It provides policymakers, curriculum developers, and educators with empirically derived guidelines to foster experiential learning environments conducive to producing work-ready graduates with higher-order economic skills. The study concludes with recommendations for institutional policy adjustments, professional development initiatives for educators, and further research to evaluate the implementation and longitudinal impacts of the proposed framework. Future research avenues include comparative studies across regions and disciplines, as well as longitudinal assessments of student performance in professional contexts.