International Review of Economics Education 

TL;DR: The authors found that students respond positively to flipped learning and that it is an instructional design that is beneficial across student groups, and that flipped learning is beneficial for all groups of students in a large enrollment microeconomics course.

TL;DR: In this paper, a Personal Response System (PRS) was used in group-teaching scenarios, reporting the results of a trial using the technology in a second-year undergraduate Microeconomics Principles course.

TL;DR: This article explored the role of professional placement in degree performance and found that participation in the placement scheme significantly increases the chances of obtaining an upper second or higher degree class, and that ability, as captured by the student's second-year average mark is also related to better academic performance.

TL;DR: In this paper, the authors identify the determinants of online effective learning in the emergency situation created by COVID19 pandemic and test which of the learning methods (traditional, online, and hybrid) is preferred by Romanian students in economics in this unusual context.

TL;DR: In this paper, the authors define economic literacy, explain why the first economics course should target economic literacy and provide suggestions as to which topics should be dropped from the literacy-targeted course, and explain how to use reclaimed class time to promote economic literacy.