Reconstructing Critical Economic Thinking through Eco-Pedagogy and Digital Sustainability Competence: A Constructivist Grounded Theory Study
DOI:
https://doi.org/10.59890/ijsr.v4i3.456Keywords:
Eco-Pedagogy, Digital Sustainability Competence, Critical Economic Thinking, Sustainability-Oriented Education, Economic EducationAbstract
This study develops the Sustainability-Oriented Critical Economic Thinking (SOCET) Framework through a Constructivist Grounded Theory approach. The study explores how eco-pedagogy and digital sustainability competence shape university students’ critical economic thinking in Indonesian higher education. Data were collected through in-depth interviews, focus group discussions, and reflective journals involving university students from economics-related disciplines. The findings reveal four interconnected processes: ecological awakening, digital sustainability reflexivity, ethical reconstruction of economic reasoning, and transformative sustainability-oriented economic consciousness. The study contributes to the reconceptualization of critical economic thinking as a socio-ecological and ethically grounded form of sustainability-oriented economic reasoning.
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Copyright (c) 2026 Ahmad Fadhil Imran, Dirmansyah Darwin, Nurliana, Septiannisa Paramita, Muhammad Yamin
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