A Framework for Integrating Experiential Learning in Economics Education Pedagogy

Thesis Abstract

The increasing complexity of economic systems and the evolving demands of the global economy necessitate a transformative approach to economics education that goes beyond traditional lecture-based pedagogy to foster deeper understanding, critical thinking, and practical skills among students. This study investigates the development of a comprehensive framework for integrating experiential learning into economics education, aiming to enhance pedagogical effectiveness and student engagement. The research specifically seeks to identify effective experiential strategies, examine their impacts on learning outcomes, and delineate a structured approach that can be adopted by economics educators within tertiary institutions. A mixed-methods research design was employed, combining qualitative case studies with quantitative surveys to ensure a robust exploration of the phenomenon. The study population consisted of 15 university economics departments across the country, with a purposive sample of 300 undergraduate students enrolled in introductory and intermediate economics courses and 30 faculty members actively involved in curriculum design. Data collection instruments included semi-structured interview guides for faculty, student questionnaires, and classroom observation protocols. The validity of the instruments was assured through expert validation and pilot testing, while reliability was confirmed via Cronbach’s alpha coefficients exceeding 0.80. Quantitative data were analyzed using descriptive statistics, t-tests, and multiple regression analyses to determine relationships between experiential learning interventions and achievement of learning outcomes. Thematic analysis was employed for qualitative data to explore educator and student perspectives on experiential pedagogies. The anticipated findings suggest that integrating experiential learning strategies such as simulations, problem-based learning, internships, and real-world case studies significantly improves students’ comprehension of core economic concepts, enhances critical thinking, and fosters practical skills aligned with industry needs. The study is expected to reveal key factors influencing successful implementation, including faculty readiness, resource availability, and institutional support, and to identify contextual adaptations necessary for effective integration within diverse institutional settings. The regression analysis is projected to demonstrate a positive correlation between exposure to experiential approaches and academic performance, while thematic analysis of interviews will underscore the perceived pedagogical benefits and challenges encountered by educators and learners. This research contributes to existing knowledge by proposing a theoretically grounded, contextually adaptable framework based on Kolb’s experiential learning theory and Vygotsky’s social constructivism. It synthesizes empirical evidence and best practice guidelines into a practical model showing how experiential activities can be effectively embedded in economics curricula. The framework provides a systematic approach for curriculum designers, educators, and policymakers aiming to promote active learning and real-world application of economic theories, thereby addressing pedagogical gaps in current curricula. The main conclusion emphasizes that experiential learning is integral to modernizing economics education, improving student engagement, and aligning academic outcomes with industry expectations. The study recommends the adoption of the proposed framework across tertiary institutions, emphasizing faculty development, resource allocation, and institutional policy adjustments to facilitate sustainable implementation. Further research is suggested to evaluate the longitudinal impacts of experiential learning on graduate employability and professional practice, as well as its applicability in different cultural and economic contexts. Overall, this study provides a strategic foundation for transforming economics pedagogy through experiential engagement, ultimately fostering a generation of economically literate and practically skilled graduates.