Fostering Critical Thinking through Digitally Mediated Pedagogy in Economics: Insights from a Conceptual Framework and Pilot Design

Abstract

The rapid integration of digital tools into university teaching environments has created new possibilities for developing higher-order cognitive competencies, particularly in fields requiring analytical and conceptual reasoning, such as economics. This paper presents a pedagogical framework that leverages digital technologies to foster critical thinking in economics education. Building on the principles of Education 4.0 and aligned with recent calls for learner-centred, evidence-informed teaching strategies, the study conceptualises a digitally mediated approach to curriculum design and instructional delivery. Rather than presenting empirical results, the paper develops and reflects on the pilot implementation of a framework that links specific digital tools (e.g., collaborative annotation platforms, gamified feedback systems, and visualisation tools) to defined learning outcomes and classroom scenarios. The framework is tailored to support the integration of formative assessment, collaborative engagement, and reflective learning. By emphasising conceptual clarity, pedagogical alignment, and technological relevance, the study contributes a novel and transferable model for embedding critical thinking development into the economics curriculum.