Active Learning Pedagogy for Enriching Economics Students’ Higher Order Thinking Skills

This paper advances active learning as a pedagogic praxis in Economics education to enrich students’ critical and higher order thinking skills (i.e., analysis, evaluation, synthesis). The is grounded within Critical Theory (CT) theoretical lens, which gives this intellectual piece an impetus propagate empowerment transformation guiding principles. adopted Participatory Action Research (PAR) methodological approach generating data. two overarching research questions that developed the elements of are: what are challenges faced by students responding questions? How can pedagogy be used skills? A thematic analysis technique was analyse discourses generated. shows find it challenging respond teaching predominantly skewed towards conventional lecture or teacher-centred method, often does not create opportunities for actively engaged process, thus leaving them passive recipients knowledge. Based on findings, argues more unconventional empower questions.