From Economic Knowledge to Civic Responsibility: Rethinking Economic Education in the 21st Century

Dynamic socio-economic transformations require a rethinking of traditional economic education to meet the demands of the 21st century. The paper conceptualizes economic education not only as the acquisition of knowledge and skills, but also as a driver of social competence and civic responsibility. The aim is to outline possible paths for reforming economic education by responding to a recognized need to affirm economic education as a field of civic emancipation, social justice and a sustainable future. By reviewing contemporary theoretical perspectives and educational practices that integrate civic and social dimensions, the study identifies key challenges and opportunities for innovation. A qualitative methodology is used, with an interpretive focus, in order to reveal dependencies and conceptual connections between economic education, civic responsibility and social engagement. The results show that the key factor for the success of educational innovations is based on support with three dimensions: substantive, methodological and institutional. The findings point to the need for a systemic change in economic education, oriented towards preparing future economists as responsible citizens capable of dealing with complex societal and economic challenges. The study shows that economic education needs to be reinterpreted as a platform for social learning – a space in which learners do not simply understand how the economy works, but also learn to question it, connect it with values and understand its impact on people and the environment. The practical implications of the development relate to enriching the scientific discussion on the topic, as well as providing practical benefit to experts in the field of education, teachers, educational institutions and organizations engaged in the formation of sustainable educational policies.