Using popular science talks to foster interest in Economics among high school students

Authors

DOI:

https://doi.org/10.7203/realia.34.28623

Abstract

The declining interest in Economics majors in many countries among high school students and the lack of diversity of undergraduates in this field have recently become a source of concern for the academic community. In contrast with previous research examining nterventions to increase the interest in Economics mostly involving impersonal communication, this work, using a sample of Spanish students, explores the impact of popular science talks targeted at upper-secondary education pupils. Our results suggest that this intervention involving personal interaction with students effectively draws the attention of high school learners to Economics. Although there seems to be no difference in its impact according to the students’ characteristics, the greater diversity of the pupil population in secondary education compared to higher education suggests that this intervention might enhance the diversity of the pool of young people studying Economics.

Downloads

Download data is not yet available.

Downloads

Published

2025-01-28

How to Cite

Sierra, J., Padilla-Angulo, L., Manso Miguel, M. J., & Antón, J. I. (2025). Using popular science talks to foster interest in Economics among high school students. Research in Education and Learning Innovation Archives, (34), 121–134. https://doi.org/10.7203/realia.34.28623
Metrics
Views/Downloads
  • Abstract
    31
  • PDF
    8
  • HTML
    5
  • EPUB
    2

Issue

No. 34 (2025)

Section

ARTICLES

License

Copyright (c) 2025 Javier Sierra, Laura Padilla-Angulo, María Jesús Manso Miguel, José Ignacio Antón

Creative Commons License

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. The Universitat de València is the editor of Research in Education and Learning Innovation Archives (REALIA) and retains the copyright of all that is published in the journal, while it allows and favours reuse under a copyleft license.
  2. The originals published in this journal are – unless otherwise specified – under a Creative Commons License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).

Research in Education and Learning Innovation Archives (REALIA) encourages authors to disseminate and give visibility to their research published in this journal. For this, REALIA wishes to inform that:

  1. Authors retain copyright and grant the journal right of first publication.
  2. The work is simultaneously licensed under a Creative Commons Attribution License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
  3. Self-archive: Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) to promote greater visibility and citation, with an acknowledgement of its first publication in this journal.

Metrics