A Framework for Integrating Experiential Learning in Economics Education Pedagogy

Thesis Abstract

The contemporary landscape of economics education faces significant challenges in engaging students with theoretical concepts and fostering practical application skills essential for real-world decision-making. Traditional didactic teaching methods often result in limited student engagement, poor retention of economic principles, and insufficient preparedness for practical economic analysis. This study seeks to develop a comprehensive framework for integrating experiential learning approaches into economics pedagogy to enhance students’ active participation, critical thinking, and applied competence. The primary aim is to formulate a theoretically grounded and practically feasible model that can be adopted by higher education institutions to improve the effectiveness of economics instruction. The specific objectives include (1) to analyze existing pedagogical models integrating experiential learning in economic education; (2) to identify the key components and best practices for designing experiential learning activities within economics curricula; (3) to develop a contextually relevant framework that aligns experiential learning principles with economic educational goals; and (4) to validate this framework through empirical assessment involving stakeholders’ perceptions and measurable educational outcomes. The research adopts a mixed-methods sequential exploratory design. Quantitative data will be collected through a survey administered to 300 students and 50 instructors across five public universities, selected via stratified random sampling. Qualitative data will be obtained through semi-structured interviews with 20 education practitioners and focus group discussions with students to capture in-depth insights into perceptions of experiential learning in economics. Data collection instruments include standardized questionnaires, interview guides, and observation checklists, all validated through expert review and pilot testing to ensure reliability and validity. Quantitative data will be analyzed using descriptive statistics, regression analysis, and Structural Equation Modeling (SEM) to examine relationships between experiential learning components and learning outcomes. Thematic analysis will be used for qualitative data to identify patterns and themes related to perceptions, challenges, and contextual factors influencing experiential learning implementation. Expected findings suggest that integrating well-designed experiential learning activities—such as case studies, simulations, field projects, and economic experiments—positively correlates with increased student engagement, critical thinking skills, and the ability to apply economic concepts practically. The framework will highlight essential elements such as alignment with learning objectives, resource requirements, faculty training, and assessment strategies, providing a comprehensive tool for educators to reform pedagogical practices. It is anticipated that the study will reveal contextual factors influencing successful adoption, including institutional support, student motivation, and curriculum flexibility. This research contributes to the body of knowledge by offering a novel, evidence-based framework tailored to the specific needs of economics education, bridging pedagogical theory with practical implementation. It extends existing models by emphasizing the integration of experiential learning tailored to economic literacy and decision-making skills, which are increasingly demanded in contemporary economic environments. The main conclusion underscores the potential of experiential learning to transform economics pedagogy into an active, student-centered process that enhances both comprehension and application of economic principles. Recommendations for policymakers include integrating the framework into national education standards, investing in faculty development programs, and fostering collaborations between academia and industry for experiential activities. Additionally, the study advocates for ongoing evaluation and adaptation of experiential learning strategies to emerging economic challenges, ensuring the sustainability and relevance of economics education in fostering capable economic agents. Future research could explore longitudinal impacts of experiential learning on career preparedness and economic problem-solving skills across diverse contexts.