Problem statement and relevance

The state and development of economic competence has been an intensively and controversially discussed topic in educational policy and educational science for many years (cf. Schumann & Eberle, 2014; Marlin, 1991; Müller et al., 2007; Rebeck & Walstad, 2015; Schmidt et al., 2016). It is considered as an essential prerequisite for coping with problem situations in everyday, professional and societal life (cf. Ackermann, 2019). Therefore, economic education and promoting economic competence are anchored in curricula of general education schools, mostly at the secondary school level (cf. Ackermann, in print; Siegfried & Hangen, 2020). The general objective of economic education as found in curricula can be summarized as follows: economic-characterized problem situations are embedded in various interdependent systems (economic, political, ecological) and involve interaction between different actors (consumers, producers, employees, employers, public authorities, etc.); young adults shall be able to apply or create solution approaches and options for action regarding these problem situations in an informed, reasoned, reflected and responsible manner. In many framework curricula of lower and upper high schools, critical thinking and reasoning are highlighted as technical or transversal skills necessary for 21st century.

However, empirical research focussing on such problem situations points out that learners often have difficulties to understand the domain-specific concepts addressed in the problem, to avoid heuristics and to discuss options for action in an elaborated and reflected way (cf. Acar et al., 2010; Ackermann & Kavadarli, in progress; Ernste et al., 2009; Gronostay, 2017; Siegfried, accepted; Siegfried & Heinrichs, 2020).

Objective and research questions

The aim of our article is to outline a research design for a problem-oriented intervention study in German-speaking countries. In order to pursue this aim, we follow three steps. Firstly, we want to identify suitable problem situations in the societal life sphere that apply to German-speaking countries (cf. Ackermann, 2019). Secondly, we strive to identify appropriate measurement instruments for socio-economic competence as well as both written and oral argumentation (cf. Ackermann & Kavadarli, in progress; Siegfried, accepted; Siegfried & Heinrichs, 2020). Building upon these considerations, thirdly, we want to design a framework for teacher training focussing on the promotion of students’ socio-economic competence, i.e., domain-specific content knowledge and domain-specific argumentation skills.

Theoretical framework

Economic competence refers to economic-characterized situations arising in different life spheres, e.g., retirement provisions, health care, energy supply and agricultural trade (cf. Ackermann, 2019; Eberle et al., 2016). Handling these economic-characterized situations in turn demands domain-specific knowledge (i.e., conceptual knowledge in politics and economics) and domain-specific skills (e.g., analysing, evaluating, reasoning) (cf. Sadler & Donnelly, 2006).

Argumentation on socio-economic problems belongs to informal reasoning in either a monological (e.g., political speech, position paper) or dialogic (e.g., political debate) form (cf. Kolsto & Retcliffe, 2008). According to Toulmin’s (1958) argumentation model, an argument consists of a claim supported by reasoning (evidence, examples) and followed by a conclusion. The argument’s reasoning may be structured either linear or dialogic regarding the claim, it may serve as backing or rebuttal to the claim.

The didactic approach of problem-oriented teaching/learning offers the opportunity to develop economic competence through self-organised and cooperative learning (cf. Reusser, 2005). For an effective implementation of problem-oriented teaching/learning settings, a sound teacher training is crucial (cf. Eberle et al., 2009). Such a teacher training should focus on pedagogical content knowledge regarding the promotion of students’ socio-economic competence.

The methodical procedure in our article is based on a comprehensive literature review. Hereby, we take into account relevant theoretical approaches and empirical findings on economic education, socio-economic competence (i.e., domain-specific knowledge and domain-specific argumentation skills), effects of problem-oriented teaching/learning settings, effects of teacher training on their professional competence and students’ competence.

The outline of the research design is meant to be a starting point for an internationally comparable empirical study on argumentation in socio-economic contexts. The intended outcome of such a study is twofold: In the first intervention, teachers are trained to design problem-oriented teaching/learning settings that promote written and oral argumentation on societal problem situations. Thus, teachers’ pedagogical content knowledge shall be improved. The second intervention is a problem-oriented teaching/learning setting, where students are scientifically accompanied and assessed. This shall provide insights into the potential of promoting socio-economic competence as well as oral and written argumentation by a problem-oriented teaching/learning setting. Due to the actual debate in educational policy and research on the insufficient socio-economic competence of young adults, the findings of this international empirical study are of special interest and provide a deep insight into the relationship of teacher training, teaching methods, students’ competence development. Furthermore, the findings can be used as a basis for formal teacher training.

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