A critical review of recent economics pedagogy literature, 2022–2023

Abstract

This paper reviews pedagogy journal articles relevant to teaching, learning and assessment in economics, and the outcomes of an economics higher education, published in the 2022 and 2023 calendar years. The paper highlights key papers published and themes of the pedagogical literature most likely to be of interest to economics academics, rather than offering an exhaustive survey of literature produced in the two-year period. As such, the paper can be considered a follow-up to an earlier paper published in 2023 in the International Review of Economics Education. As in the earlier review, articles continue to be published that utilise the natural experiment provided by the changes in teaching and assessment methods associated with the COVID pandemic, to offer lessons on a range of topics associated with teaching methods and assessment design. Post-pandemic, we see an increased concern regarding the impact of the pandemic on graduate employment outcomes. Research has continued on diversity and inclusivity issues, with research emerging on dimensions of diversity beyond gender, with greater attention paid to awarding gaps and how these can be reduced. The theme of effectively incorporating games and experiments in teaching has continued. Meanwhile, more research has emerged, providing advice on incorporating coding into economics teaching.