Nudging w edukacji ekonomicznej

Abstract

Traditional educational policy, drawing on pedagogical sciences, is based on teaching methods developed over the centuries and constantly assessed in terms of their current usefulness. So, one may ask if anything else can be done to improve the quality of education, including economics education? Due to certain features of the learners not always acting rationally, it is justified to introduce several behavioral incentives (nudges). Their effectiveness has been previously positively verified outside of education. Therefore, we may assume that similar intervention will also be effective in teaching-focused activities. The proposed approach is relatively cheap and, in principle, does not constrain the discretion of the interested parties, which makes it very powerful. In other words, the methods used, with acceptable or without any inconvenience for most people, force some persons to react in specific terms and induce the desired type of action to achieve the expected goals. The article aims to introduce the concept of nudging as the tool of stimulating the learners' behavior in the context of broadly understood economics education and demonstrate that their skillful use enables the improvement of the quality of teaching and the transfer of economic knowledge.

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