Do economists need a basic understanding of humans' interference in ecological cycles?

What is the meaning of economic scarcity within the framework of the doughnut model?

When we borrow or save money, we exchange over time. We either pull our expenses forward or we push them backward. How can we apply the concept of exchange over time to other perspectives?

In most textbooks the focus is on income inequality. Is income inequality at the root of inequalities in society?

When we kick economic growth from its pedestal as the main economic performance indicator, which alternatives can we use?

There is no such thing as Homo Economicus, but how can we make students more economically literate?

Many financial products have no link with the real economy. How can we make students think about the added value of these products?

Economic growth is the most common economic goal, but is it SMART?

The amount of attention paid to the market system in economic textbooks suggests that the invisible hand is the only allocation system. What about a visible hand?

Are so-called externalities really external and how can we internalize them?

The business column is often used to explain different types of concentration in markets. Can we use it to follow a product from resources to waste?

We teach students economic reasoning which is a linear approach. How can we apply systems thinking to economics to give students a real world perspective?

What changes in how we cover the economic cycle, when we take its interactions with the ecosystem into account?

When you ask people what Economics is about, many will answer that it is about money. How can we put the role of money in the economy in perspective?

Globalization is often presented as the recipe for economic development. Does one size fits all?

How can we let students form a well balanced opinion on the pros and cons of private and public ownership?

Economic policy often seems straightforward. How do we make students aware of the political element of economic choice?