NOTE FROM THE EDITORIAL TEAM

How should Economics education evolve to meet the demands of a rapidly changing world? To mark the 10th anniversary of the Outstanding Economics Teacher Award (OETA), this special issue of Man and Education gathers interviews, reflections, and essays that examine how Economics can be taught in ways that are relevant, adaptive, and future-ready.

We begin with an interview with Professor Liu Woon Chia, Director of the National Institute of Education, who reflects on how artificial intelligence and digital transformation are reshaping classroom teaching. While technology presents new opportunities, her perspective underscores the continued importance of educators who lead with empathy, judgment, and purpose.

A commemorative section on the OETA follows, featuring insights from past recipients who share how they spark curiosity and connect Economics to the real world. Their experiences pave the way for our profile of Ms Loh Xin Min, Lead Teacher at Eunoia Junior College and OETA 2024 winner. She illustrates how roleplay and experiential learning can help students understand economic trade-offs and see the subject’s relevance in daily life.

The conversation deepens with essays by Mr David Chong (OETA 2022 Winner) and Mr Toh Jin Tian (OETA 2018 Winner), who call for a shift away from linear, content-heavy instruction. They advocate for narrative, interdisciplinary, and student-led learning, approaches that equip students to think critically, reason ethically, and adapt to uncertainty.

To conclude the issue, we present two essays that approach the future of Economics education from different perspectives. Mr Sylvester Swee, an ESS member and experienced credit risk professional, and Mr Seah Wu Chun, a current student at Hwa Chong Institution, both highlight the importance of integrated thinking, and a socially conscious curriculum. Their reflections, though from different vantage points, converge on a shared vision of a more relevant and inclusive Economics education.

Together, the contributions in this issue offer a compelling case for rethinking how we teach Economics. We hope they inspire educators, students, and readers to consider not only what is taught, but how education can shape thoughtful, resilient, and responsible citizens.