Abstract:

This study investigates the diversity of pedagogical approaches in economics education through a bibliometric analysis of 211 articles from 2000 to 2024 in the Scopus database. The aim is to explore how pluralism in teaching methods influences educational outcomes in this field. The Overarching question is, “How has research on pedagogical approaches and learning outcomes associated with a pluralistic approach to sustainable economics education been developing over time, and what are the key areas of focus within this research domain”? This paper examines the volume, growth trajectory, dominant themes, and collaboration network within the research landscape. Our analysis reveals a growing emphasis on interdisciplinary approaches, integrating ecological, economic, and social perspectives. The study observes a significant shift from experiential learning to the curriculum's sustainability concepts. The United States, United Kingdom, Canada, Germany, Australia, South Korea, etc. have emerged as key knowledge centres with collaboration patterns revealing global and regional research engagement.

Four overarching thematic domains are identified:
(1) Alternative Economic Perspectives;
(2) Philosophy and Methodology of Economics;
(3) Sustainability and Ecological Focus; and
(4) Mainstream Economics Theory and Education.

The findings suggest that pluralistic pedagogies enhance students’ understanding of complex economic and environmental issues and foster critical thinking and problem-solving skills. This study contributes to the ongoing discourse on educational innovation in economics and provides insights for educators seeking to adopt more inclusive and effective teaching strategies

Keywords:

Pluralism, Pedagogy, Economics, Sustainability education, Bibliometric analysis.