Ways of Improving Quality and Efficiency of Lectures on Economic Theory

Abstract

Within higher education, lectures remain the primary way of passing on theoretical information, and this is most evident in economic theory. Because the need for professionals conversant in economics is growing, it is crucial to improve the teaching methods used in economic lectures. In spite of being informative, the conventional model generally does not provide students with the critical thinking and analytical abilities required to interpret real-world economic situations. Much current lecture practice gives precedence to memorizing facts instead of developing analytical thinking, and often does not use economic real-life examples or technological support. Our goal is to investigate and put forward current problem-based methods intended to raise the effectiveness and quality of economic theory lectures. It is revealed through the analysis that the application of problem-based lectures, integration of technological tools, and promotion of interactive techniques considerably boost students’ independent thinking, economic reasoning, and methodological abilities. The study lays out an integrated strategy that combines traditional instruction with problem-centered approaches, positioning the lecturer as both a supplier of information and a guide in critical thinking. The results demonstrate that embracing a more interactive and problem-oriented lecture style offers a long-term benefit for student learning and strengthens the overall standard of economic education in universities. The presented strategies could provide direction for disciplines wishing to restructure their lecture-based teaching approaches.