Naina Studies – An investigation into student beliefs about the economy and economic education

Oesterreichische Nationalbank (Jubiläumsfonds)

Beliefs can serve as a foundation for new learning experiences, but they can turn into obstacles if they contradict scientific concepts. To promote sustainable and meaningful learning, it is necessary to consider the students’ beliefs, perceptions and expectations. While research on student beliefs has a long tradition in natural science didactics, research in social science didactics is rare.
What previous studies have in common is that beliefs regarding specific, mostly complex economic phenomena were examined. At the same time, tests on economic literacy reveal the students’ insufficient knowledge in many basic areas. If students already struggle with the basics, is it not the fundamental beliefs that need further exploration? The aim of this study is to address this research gap by exploring fundamental student beliefs about the economy and economic education. The following questions outline the epistemic interest:
• Which fundamental beliefs about the economy are expressed by students?
• Which perceptions about the current state of economic education are expressed by students?
• Which expectations about a desired state of economic education are expressed by students?
By examining the above, we can contribute to better addressing students’ (mis)understandings and needs. We will also be able to evaluate economic education from the students’ perspective by contrasting perceptions and expectations. This insight is needed to make economic education more effective and accessible.