Exploring Student Engagement in Digitally Enhanced Economics Courses: Reflections from a Teaching Innovation Initiative

Abstract

This study explores the dynamics of student engagement in digitally enhanced economics courses by reflecting on a teaching innovation initiative implemented within a Slovak higher education context. In response to the growing demand for active learning and digital competencies in economics education, a structured pedagogical redesign was developed using blended instructional formats and digital tools. This paper presents a conceptual and experiential analysis of how the initiative was implemented across selected economics courses, including the design logic, technology integration, and pedagogical outcomes. Although the study does not employ empirical testing, it provides a grounded reflection on course development, tool selection, and student interaction within digitally mediated environments. The findings highlight the potential of well-integrated digital strategies to improve learner motivation, participation, and reflection, while also outlining the institutional and pedagogical challenges that emerged. This contribution extends the conversation on digital transformation in economics education by offering transferable insights for instructors and curriculum designers.