Economic Knowledge among Pupils in Austria, India and China: Empirical Evidence and Cross-Country Comparison

Autor/inn/en	Pilz, Matthias; Chen, Pujun; Mies, Rebecca; Rumpold, Herwig; Greimel-Fuhrmann, Bettina
Titel	Economic Knowledge among Pupils in Austria, India and China: Empirical Evidence and Cross-Country Comparison
Quelle	In: Research in Comparative and International Education, 17 (2022) 2, S.328-350 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pilz, Matthias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/17454999221074452
Schlagwörter	Economics; Knowledge Level; Educational Policy; Comparative Education; Self Evaluation (Individuals); Student Attitudes; Secondary School Students; Economics Education; Instructional Innovation; Foreign Countries; Student Interests; Social Systems; Cross Cultural Studies; Educational Practices; China; Austria; India + Suchen Sie Ihr Suchwort? Volkswirtschaftslehre; Wissensbasis; Politics of education; Bildungspolitik; Vergleichende Erziehungswissenschaft; Schülerverhalten; Sekundarschüler; Wirtschaftskunde; Educational Innovation; Bildungsinnovation; Ausland; Studieninteresse; Social system; Soziales System; Cultural comparison; Kulturvergleich; Bildungspraxis; Österreich; Indien
Abstract	Knowledge of economics is becoming essential for citizens to adapt to economic life. Against this backdrop, the economic education of young people in the general education system has, in recent years, assumed greater importance at the level of education policy in many countries. For this reason, an empirical study was conducted in Austria, India and China. The survey tool examines the economic knowledge, self-assessment, personal interest, and attitude towards economic topics among pupils who are about to finish lower secondary school. The findings are presented and compared based on the respective education system and cultural background. The results demonstrate the feasibility of measuring economic knowledge in a standardised way across three different countries. From a comparative perspective, the results indicate the differences in implementing economic education in compulsory education in these countries and that it is critical to exchange good practices and cooperate for innovation to improve the economic education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01