Teaching Economics in Sub-Saharan Africa: A Systematic Review of Empirical Studies

Research on the teaching and learning of economics in Sub-Saharan Africa (SSA) has increased in recent years; however, the evidence remains fragmented across disciplines, institutions, and national contexts. The lack of systematic synthesis limits the ability of educators and curriculum designers to identify effective pedagogical practices and address persistent challenges in economics education across the region. This study systematically reviewed peer-reviewed journal articles published between 2010 and 2025 that examined instructional strategies and students’ perceptions of teaching effectiveness in economics education in SSA. The review addressed two research questions: (1) what instructional approaches are used in teaching economics in SSA? And (2) how do students perceive the effectiveness of economics teaching? From the analysis, five dominant instructional patterns emerged: lecture-based instruction; student-centred and active learning; problem- and case-based learning; technology-enhanced instruction; and experiential learning. Lecture-based, teacher-centred approaches remain predominant, largely due to structural constraints such as large class sizes, heavy workloads, limited resources, and rigid curricula. Although efficient for content coverage, lectures were frequently associated with passive learning and limited development of higher-order thinking skills. In contrast, student-centred approaches, such as collaborative learning, problem-solving, and scaffolding, were linked to improved achievement and deeper conceptual understanding but were used infrequently. Students associated effective teaching with clear organization, strong communication, supportive classroom management, and positive interpersonal qualities. Overall, the review highlights a continued reliance on lectures despite evidence supporting more interactive approaches, underscoring the need for pedagogical innovation and institutional support. Received: 14 January 2026 / Accepted: 26 February 2026 / Published: March 2026