Editorial

This editorial explores some of the issues in economics education by considering the who, why, what, and how of tertiary economics teaching. It argues that different cohorts of students, categorized by their degree of enrolment or the intensity of their exposure to university economics, may have different objectives for studying the subject, and this may affect what we should be teaching them and how we should be teaching them. It also argues that reasonable approaches to economic epistemology suggest the importance of teaching economics from a range of theoretical perspectives and that at least some of our students should be given an account of what constitutes economic knowledge. The editorial also poses the question of how practices in economics education reflect the theory of education and educational psychology, and whether there might be value in making these links clearer. It suggests that all of these issues are fodder for thinking and research in economics education and that the objective of Advances in Economics Education is to publish work on these questions in order to foster good experiences for economics teachers and students.