The purpose of this paper is to determine how including the Greek financial crisis in teaching introductory macroeconomics benefits students.
The methodology is based on the responses of a recent survey administered to students at a university in Greece.
An eclectic approach that distinguishes various economic theories and methodologies, mainly neoclassical and Keynesian, can provide a pedagogical way of teaching introductory macroeconomics, allowing students to use their everyday personal experiences in determining the most “suitable” theory in explaining the crisis.
To the author’s knowledge, such an exercise of discovering students’ perceptions of teaching an introductory macroeconomics Substitute with course during the global financial crisis has not yet been attempted.
The author of this paper has not made their research data set openly available. Any enquiries regarding the data set can be directed to the corresponding author.
Marangos, J. (2019), "Teaching introductory macroeconomics during the Greek financial crisis", International Journal of Social Economics, Vol. 46 No. 8, pp. 1032-1045. https://doi.org/10.1108/IJSE-09-2017-0421
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