Pressburg Economic Review

Banking Sector Stability and Digital Transformation: A Regulatory Perspective

2026-01-16T17:26:15+00:00

Rashid Khan, Sofia Dimitrova

Energy Transition and Employment Shifts in Eastern Europe

2026-01-16T17:22:15+00:00

Ivana Petrović, Daniel Král

Corporate Governance and ESG Performance in Family Firms

2026-01-16T17:18:10+00:00

Giulia Romano, Tobias Meier

The Gig Economy and Urban Transport Systems: Policy Lessons from Africa

2026-01-16T17:14:31+00:00

Kwame Mensah, Fatou Ndiaye

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

2026-01-16T09:51:32+00:00

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.

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

2026-01-16T09:09:49+00:00

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.

Carbon Pricing Mechanisms and Industrial Competitiveness in the EU

2026-01-16T17:07:40+00:00

Christoph Bauer, Elena Popescu

Digital Skills and Labor Market Outcomes among Youth in Southeast Asia

2026-01-16T17:03:00+00:00

Nur Aisyah Rahman, Van Pham

Supply Chain Resilience in the Post-COVID Era: Evidence from Central Europe

2026-01-16T16:54:30+00:00

Zoltán Tóth, Magdalena Nowak

Social Entrepreneurship and Inclusive Growth in the Balkans

2026-01-16T16:51:55+00:00

Marija Stanković, Erion Dervishi