How School Economic Education Is Changing: A Qualitative Inquiry into Teachers’ Practical and Experiential Knowledge

Purpose: This study explored alternative directions for school Economic Education by examining how teachers in the Experiential Economic Education Teacher Research Association interpret and reconstruct economics instruction. Amid criticism that school Economic Education relies heavily on economics-centered content and assumptions of mainstream economics, this study investigated how teachers shift instruction toward student experience–centered practices, offering insights into rethinking the identity and direction of Economic Education. Methods: Using qualitative procedures, the study conducted in-depth interviews and analyzed transcripts through open, axial, and selective coding. Participants were twelve teachers from a nationwide professional learning community operating voluntarily since 2007. Analysis focused on perceptions of Economic Education, limitations of content organization, experiential teaching practices, and the professional learning supported by the teacher community. Results: Teachers noted that the current curriculum creates high entry barriers for students and that knowledge transmission–oriented lessons weaken links to real-life experiences. While recognizing the value of economic concepts, they emphasized context-based reconstruction. Behavioral economics experiments, market simulations, economic games, and project-based learning enhanced student engagement and understanding. The teacher community supported sustained practice through material development and collaborative feedback, although structural constraints—limited course offerings, insufficient instructional hours, and rigid assessments—hindered broader implementation. Conclusion: Experiential Economic Education offers a direction beyond economics-driven knowledge transmission by centering student experience, participation, and interpretation. Institutional support—expanded course offerings, secured instructional hours, diversified assessments, strengthened professional development, and community support—is needed for wider adoption. Further research should examine long-term effects of experiential Economic Education and professional learning within teacher communities.