Macroeconomics and active methodologies in higher education: A possible pairing and a possible binomial

This article presents an experience of teaching innovation based on the application of active methodologies in economics and business education at the University of the Basque Country (UPV/EHU). The proposal builds on a competency teaching approach, whose objectives were to verify the effectiveness of these methodologies in the area of economics in order to reconnect the university with its social environment and enhance the competency and student-learning values. During the 2019–2020 academic year, a multidisciplinary process based on the Problem-Based Learning methodology was developed in the Introduction to Economics II: Principles of Macroeconomics course. Various teaching techniques were applied to encourage participation, autonomous student work, group work, as well as elements of social responsibility and values education. The results of the process collected quantitatively and qualitatively show improvements in the acquisition of knowledge by students and greater appropriation levels linked to greater motivation. However, reluctance and misgivings about the process also arose, which would require further work in class and a leading role by students. Greater planning, time and coordination requirements were also limiting factors for the teaching staff; however, the relevance of applying the methodology sequentially is suggested. Keywords: Active methodology, higher education, social and ethical responsibility, active learning, skills, economy.