It’s time to update our macro syllabi, so get the book, get inspired, and let’s reshape how we teach (macro)economics!!

#TeachEcon #EconSky

Ch 10: Dr Dean Garratt (Aston Business School) draws on his experience as academic and professional economist, he introduces a "professional practitioner" approach to assessment and teaching.

Ch 9: I show how to design problem sets for creating dynamic learning environments, using newspapers articles and economic reports (@unisouthampton.bsky.social).

Ch 8: @paramachaudhury.bsky.social and @cloda.bsky.social (@ctale.bsky.social) use active learning strategies for large, heterogenous cohorts. By leveraging students’ prior knowledge, interests, & experiences, they create opportunities for sharing perspectives and critically evaluating ideas.

Ch 7: Cecilia Lanata-Briones (Department of Economics, University of Warwick) provides ways to integrate historical content without transforming macroeconomics modules into dedicated history courses.

Ch 6: Alastair Smith (ATLA Community) proposes a novel pedagogical approach of “co-creative destruction” to embed environmental sustainability in the macroeconomics curriculum. Smith challenges the traditional view of the macroeconomy as a bounded system solely comprised of human-created components.

Ch 5: Alex Karalis Isaac ( @warwickecon.bsky.social) proposes a more engaging approach to teaching economic growth, engaging in conversations about the role of institutions, geography, and history in shaping global development and growth.

Ch 4: Daniela Tavasci and Luigi Ventimiglia (Queen Mary University) show how to re-introduce inequality in the teaching of macroeconomics, and how inequality and economic growth cannot be disentangled.

Ch 3: Dean Garratt ( @astonuniversity.bsky.social) and Vaclav Zdarek show how to reintegrate fiscal policy and public finance concepts into introductory macroeconomics courses and beyond, overcoming the dominance of monetary policy as teaching tool for studying stabilisation.

Ch 2: Javier Lozano (Universitat de les Illes Balears) makes a helpful comparison on how different textbooks introduce the 3-equation model and compares how central bank behaviour is modelled, highlighting crucial differences in model dynamics.

If you are planning your Economics Education Seminar Series for next year, consider inviting the chapters’ authors. Each brings a fresh perspective on how we can rethink macroeconomics teaching, moving beyond weeks of neoclassical growth models to include real-world issues that matter today.