International Review of Economics Education

The International Review of Economics Education is an international, peer-reviewed journal dedicated to promoting innovations in economics education with potential for widespread adoption and demonstrable impact on student outcomes. We consider all areas of teaching, learning, curriculum and module design and assessment as suitable for innovation, experimentation, and evaluation.

The journal welcomes contributions in the following areas:

• Theoretical and empirical papers with carefully studied impact on student outcomes. Student outcomes are broadly defined and may include grades (marks) and their distributions, student progression, continuation and degree outcomes, employability skills and other skills embedded in the nationally recognised descriptors of economics degree learning outcomes, as well as motivation and feedback on the work of their instructors. Student outcomes also relate to inputs, such as effort, motivation, teaching quality, and institutional resources, so studies relating those are also welcome. Student outcomes are also known to vary across students with diverse characteristics. Therefore, in an environment of a widening access and participation of students in economics education, evaluating outcomes across the distribution of student observables is also welcome. We particularly encourage comparative and international studies that generate insights from different educational systems, institutional contexts, and student populations.

• Teaching and curriculum innovations, including new pedagogical approaches, classroom activities, instructional resources, curriculum design, and technology-enhanced learning. For example, active learning techniques, use of media and popular culture, simulations, experiments, games, case studies, and other experiential learning approaches, tools that enhance quantitative, statistical, and data literacy, and the integration of educational technologies, including digital learning environments and artificial intelligence. The innovations we seek to publish extend existing knowledge in the field of economics education and can demonstrate scalability across the economics education profession. Scalability typically involves a pedagogical design which makes adoption appealing across many modules and institutions. While we value scalability, we also welcome carefully evaluated small-scale interventions carrying broader lessons for economics educators.

• To enhance critical dialogue within our field, we also welcome theoretical, conceptual, and critical contributions that advance understanding of how economics is learned, taught and assessed, including the design, implementation, validity, reliability, and evaluation of assessment and feedback practices that enhance student learning in economics. To this end, we welcome studies of challenges, institutional constraints, and unintended consequences that inform the adoption of educational innovations, so that future generations of economics educators do not experience similar challenges and are aware of the risks involved with certain innovations.

• Literature reviews that advance understanding of economics education research and identify priorities for future scholarship, including reviews of trends in economics education research and reviews of curriculum, pedagogy, assessment, or educational technologies.

IREE welcomes qualitative, quantitative, and mixed-methods research. Regardless of methodology, submissions should make a clear contribution to the scholarship of economics education, be grounded in the relevant literature, employ methods appropriate to the research question, and discuss the implications for educational practice. The journal particularly values work that combines scholarly rigor with practical relevance, enabling educators to improve teaching, learning, and assessment in economics. It is our belief that research in economics education should be replicable. Therefore, if authors used data to deliver their results, we strongly encourage submissions with prior ethical approvals, as well as replication packages referenced in the submitted manuscripts.

Please note that the journal’s scope is the enhancement of economics education in higher education. It is not an ‘education economics’ journal, nor is it an outlet for economics research into the effects of education on health or labour markets more generally.