Journal Report

Journal of Economic Education

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Journal Information
Journal Title
Journal of Economic Education
Publisher
ISSN
2152-4068
E-ISSN
0022-0485
Database
ERIH PLUS
Domain
Physical Sciences, Social Sciences
Classification History
Year A+ A B C
2026 ✓
2025
2024
2023 ✓
2021/2022
2020
2019
2018 ✓
A journal may have more than one classification in the same year. All recorded classifications are displayed.
Recent Articles
Author voices in the classroom: a podcast-integrated approach to inclusive pedagogy in postgraduate economics education
Adnan M. S. Fakir
2026-10-12 Pages 1-22
DOI: 10.1080/00220485.2026.2743649
Growing from the STEM? OPT classification and international students in economics
Shengrong Hu, John V. Winters
2026-10-10 Pages 1-23
DOI: 10.1080/00220485.2026.2740514
Moving beyond perfect competition in teaching Pigovian taxation to control negative externalities: Some graphical analyses to illustrate the importance of market structure
Michael A. Spencer
2026-9-28 Pages 1-13
DOI: 10.1080/00220485.2026.2735299
Rethinking assessment in large lecture economics courses
Margarita Zabelina
2026-9-28 Pages 1-12
DOI: 10.1080/00220485.2026.2735303
Team-based learning and inclusion in higher education: A study on students’ sense of belonging
Chiara Tasselli, Tindara Addabbo
2026-9-24 Pages 1-25
DOI: 10.1080/00220485.2026.2727359
From data to insight: A scalable and accessible applied econometrics project for undergraduate students
Mahdi Majbouri
2026-9-11 Pages 1-14
DOI: 10.1080/00220485.2026.2727352
A nontraditional assessment tool in a macroeconomics classroom: Model IMF Summit
Prateek Arora
2026-9-10 Pages 1-13
DOI: 10.1080/00220485.2026.2727353
The peer assessment as a tool for the acquisition of complex knowledge
Lucía Mirete Ruiz, María Luisa Belmonte, Javier J. Maquilón Sánchez et al.
2026-8-17 Pages 1-7
DOI: 10.1080/00220485.2026.2705967
Understanding online peer-assisted learning with forums in the “digital era”
Lory Barile, Atisha Ghosh
2026-7-29 Pages 1-27
DOI: 10.1080/00220485.2026.2704640
University teaching and stress recognition: an experimental intervention to improve student grades
Zachary Cohle, Kylie Jaber, Kellie Konsor et al.
2026-7-28 Pages 1-22
DOI: 10.1080/00220485.2026.2696947
Articles retrieved from Crossref.
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Printed: October 25, 2026 21:10