International Review of Economics Education最新文献

ChatGPT as economics tutor: Capabilities and limitations ChatGPT作为经济学导师：能力和局限性

IF 1.4 4区经济学

International Review of Economics Education Pub Date : 2026-03-01 Epub Date: 2026-01-13 DOI: 10.1016/j.iree.2025.100337

Natalie Bröse , Christian Spielmann , Christian Tode

{"title":"ChatGPT as economics tutor: Capabilities and limitations","authors":"Natalie Bröse , Christian Spielmann , Christian Tode","doi":"10.1016/j.iree.2025.100337","DOIUrl":"10.1016/j.iree.2025.100337","url":null,"abstract":"<div><div>Since the public release of ChatGPT in late 2022, the role of Generative AI chatbots in education has been widely debated. While some see their potential as automated tutors, others worry that inaccuracies and hallucinations could harm student learning. This study assesses ChatGPT models in terms of important dimensions by evaluating their capabilities and limitations in serving as a non-interactive, automated tutor. For this, we use a comparative benchmark design in which these models complete the same tasks under predefined success criteria. We compare three ChatGPT models (GPT-3.5, GPT-4o, and o1preview) in tasks comprising the explanation of 56 economic concepts and answering 25 multiple-choice questions. We evaluate the responses using a marking grid. Our findings indicate that newer models generate very accurate responses, although some inaccuracies persist. A key concern is that ChatGPT presents all responses with complete confidence, making errors difficult for students to recognize. Furthermore, explanations are often quite narrow, lacking holistic perspectives, and the quality of examples remains poor. Despite these limitations, we argue that ChatGPT can serve as an effective automated tutor for basic, knowledge-based questions, supporting students while posing a manageable risk of misinformation. However, educators should teach students about the effective use and limitations of the technology.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"51 ","pages":"Article 100337"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Two challenges of teaching inflation: Differing textbook treatments and common student misperceptions 教学膨胀的两大挑战：不同的教科书处理方式和普遍的学生误解

IF 1.4 4区经济学

International Review of Economics Education Pub Date : 2026-03-01 Epub Date: 2025-12-30 DOI: 10.1016/j.iree.2025.100338

R. Andrew Luccasen III

引用次数: 0

Gender differences in economic graph skills: How prior education shapes university readiness in South Africa 经济图表技能的性别差异：南非的高等教育如何影响大学准备

IF 1.4 4区经济学

International Review of Economics Education Pub Date : 2026-03-01 Epub Date: 2025-12-11 DOI: 10.1016/j.iree.2025.100331

Malte Ring , Volker Schöer , Taiga Brahm

{"title":"Gender differences in economic graph skills: How prior education shapes university readiness in South Africa","authors":"Malte Ring , Volker Schöer , Taiga Brahm","doi":"10.1016/j.iree.2025.100331","DOIUrl":"10.1016/j.iree.2025.100331","url":null,"abstract":"<div><div>In this study, we investigate gender differences in economic graph skills among 723 first-year commerce students at a South African university. Graphs are central to economic understanding as they merge quantitative skills with conceptual reasoning. Prior research has found a gender gap in economics skills, often favoring male students. By measuring economic graph skills during the first week of lectures and linking it to students’ high school experiences, we examine the extent to which these differences reflect disparities in prior educational exposure—such as mathematics performance, language proficiency, and participation in economics classes—as well as affective characteristics like interest and confidence. Our analysis shows that male students enter university with stronger mathematical backgrounds, while female students tend to have stronger language skills. Although males and females report similar rates of having taken economics in school, male students appear to have derived more benefit from this prior exposure. To explore this pattern in more detail, we employ propensity score matching to account for some selection bias and compare students with and without prior economics education on more equal footing. The results suggest that differences in the effectiveness or alignment of prior economics education may contribute to the observed gender gap in economic graph skills. Overall, the findings underscore the importance of earlier educational opportunities—particularly the quality and relevance of economics instruction—in shaping students’ readiness for graph-based reasoning in university-level economics. Gender differences in economic graph skills may therefore reflect not only general academic preparation but also differences in how educational pathways prepare students for core tasks in economics.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"51 ","pages":"Article 100331"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145738316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Semester-long central banking project in monetary theory and policy course 货币理论与政策课程中长达一学期的中央银行项目

IF 1.4 4区经济学

International Review of Economics Education Pub Date : 2026-03-01 Epub Date: 2026-02-02 DOI: 10.1016/j.iree.2026.100339

Roy Rotheim , Marketa Halova Wolfe

引用次数: 0

Evaluating online exercise solution videos versus a detailed explanation in class using data on students’ learning and repetition behavior 利用学生学习和重复行为的数据来评估在线练习解决方案视频与课堂上的详细解释

IF 1.4 4区经济学

International Review of Economics Education Pub Date : 2026-03-01 Epub Date: 2026-01-30 DOI: 10.1016/j.iree.2026.100340

Steffen R. Henzel, Christian Holzner

引用次数: 0

Relevance, belonging, and growth mindsets in economics: Differences across identities and institution types 经济学中的相关性、归属感和成长心态：身份和制度类型之间的差异

IF 1.4 4区经济学

International Review of Economics Education Pub Date : 2026-03-01 Epub Date: 2025-12-31 DOI: 10.1016/j.iree.2025.100336

Caroline Krafft , Kristine West , Allen Bellas , Ming Chien Lo , Adriana Cortes Mendosa , Gabrielle Agbenyiga , J. Dombroski , Nayomi Her , Joy Moua

{"title":"Relevance, belonging, and growth mindsets in economics: Differences across identities and institution types","authors":"Caroline Krafft , Kristine West , Allen Bellas , Ming Chien Lo , Adriana Cortes Mendosa , Gabrielle Agbenyiga , J. Dombroski , Nayomi Her , Joy Moua","doi":"10.1016/j.iree.2025.100336","DOIUrl":"10.1016/j.iree.2025.100336","url":null,"abstract":"<div><div>The underrepresentation of students who identify as racial/ethnic minorities and/or women in economics exceeds that in STEM fields. Economics has made little progress in increasing inclusion over time. Past research has established that such students have significantly lower relevance, belonging, and growth mindset (RBG) in predominantly white institutions and co-ed settings. There has been no research to date on RBG at minority serving institutions (MSIs) or women’s colleges, nor on whether these identity-focused institutions may foster RBG. This paper uses a longitudinal survey to investigate RBG across institutional settings, examining the association of MSIs and women’s colleges with RBG for minority and women students. We find that, at baseline, minority students had significantly lower RBG than white students overall as well as significantly lower scores on each dimension of RBG. Female students did not have a significant difference in overall RBG compared to male/non-binary students, but did have significantly higher relevance. This difference was driven by female students at women’s colleges, which we over-sampled, who had significantly higher relevance than did female students at co-ed colleges. However, being at a women’s college or a MSI was not significantly associated with change in RBG. These results illustrate complex patterns and dynamics of RBG when considering a wider set of institutions than in previous research.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"51 ","pages":"Article 100336"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A critical review of recent economics pedagogy literature, 2022–2023 最近经济学教育学文献的批判性回顾，2022-2023

IF 1.4 4区经济学

International Review of Economics Education Pub Date : 2026-03-01 Epub Date: 2025-12-08 DOI: 10.1016/j.iree.2025.100332

Alvin Birdi , Steve Cook , Caroline Elliott , Denise Hawkes , Ashley Lait , Steve Proud , Carlos Angulo Zumaeta

{"title":"A critical review of recent economics pedagogy literature, 2022–2023","authors":"Alvin Birdi , Steve Cook , Caroline Elliott , Denise Hawkes , Ashley Lait , Steve Proud , Carlos Angulo Zumaeta","doi":"10.1016/j.iree.2025.100332","DOIUrl":"10.1016/j.iree.2025.100332","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"51 ","pages":"Article 100332"},"PeriodicalIF":1.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145692987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Scholar spotlights! A curricular intervention to enhance students’ perceptions of relevance and belonging in principles of macroeconomics 学者聚光灯!一种课程干预，以增强学生对宏观经济学原理的相关性和归属感的感知

IF 1.4 4区经济学

International Review of Economics Education Pub Date : 2025-12-01 Epub Date: 2025-10-23 DOI: 10.1016/j.iree.2025.100329

James M. Murray

引用次数: 0

More than just a weighted average: Economic statistics with auto specs grading 不仅仅是加权平均值：经济统计与汽车规格分级

IF 1.4 4区经济学

International Review of Economics Education Pub Date : 2025-12-01 Epub Date: 2025-11-06 DOI: 10.1016/j.iree.2025.100330

Daniel Savelle , Mai Savelle

引用次数: 0

A cooperative virtual exchange within the economics curriculum: A pilot study on embedding elements of global competence within an economics course 经济学课程中的合作虚拟交换：在经济学课程中嵌入全球竞争力要素的试点研究

IF 1.4 4区经济学

International Review of Economics Education Pub Date : 2025-12-01 Epub Date: 2025-09-26 DOI: 10.1016/j.iree.2025.100327

Amy Eremionkhale , Jana Sadeh , Yidi Sun

{"title":"A cooperative virtual exchange within the economics curriculum: A pilot study on embedding elements of global competence within an economics course","authors":"Amy Eremionkhale , Jana Sadeh , Yidi Sun","doi":"10.1016/j.iree.2025.100327","DOIUrl":"10.1016/j.iree.2025.100327","url":null,"abstract":"<div><div>The increasing interconnectivity of the global economy has fuelled higher education (HE) efforts to promote international exchange projects; however, these are not an option for many students. Virtual Exchange (VE) projects have gained traction over the last decade and are now well-established in higher education as a tool to build intercultural communication and global competence (Dooly, 2022; Stevens Initiative, 2023). Building on this established practice, our study contributes to the literature by augmenting a VE with a cooperative group-based learning exercise embedded within an economics module (course), an intersection that remains underexplored in both theory and implementation, and one which we believe combines the benefits of both virtual exchanges and cooperative learning. This combination presents an opportunity for economics students to develop deeper learning of the subjects they are studying while developing elements of global competence. This paper presents a novel pilot cooperative VE learning program between students at a university in the USA and a university in the UK. Students jointly undertake a cooperative learning exercise to produce output for a summative assessment. We measure their intercultural sensitivity, an element of global competence, pre and post the VE and find preliminary indications that this experience positively impacted students, particularly in the dimension of interaction engagement and confidence and particularly for female students and students who are multilingual. The paper contributes to the literature by presenting the novel combination of cooperative learning within a VE, outlining a timeline of practical steps for implementation to support other educators who may want to replicate this project and providing preliminary evidence of the potential impact of such projects on students’ intercultural sensitivity, a key subset of global competence.</div></div>","PeriodicalId":45496,"journal":{"name":"International Review of Economics Education","volume":"50 ","pages":"Article 100327"},"PeriodicalIF":1.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145220008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0