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Journal of Economic Education
Published by Universitas Negeri Semarang
ISSN : 23017341     EISSN : 25024485     DOI : https://doi.org/10.15294/jeec
Core Subject : Education,
Education
Journal of Economic Education [P-ISSN 2301-7341 | E-ISSN 2502-4485] publishes articles of original researchs and conceptual studies economics teaching and learning. This journal is published by Postgraduate, Universitas Negeri Semarang.
Arjuna Subject : Ilmu Ekonomi, Ekonometrika dan Keuangan (semua kategori) - Ilmu Ekomomi dan Ekonometrika
Articles 52 Documents
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UNVEILING THE NEXUS: PROFESSIONAL COMMITMENT, WELL-BEING, AND TECHNOLOGY ADOPTION AMONG ECONOMICS EDUCATORS" Juliana, Novela; Yulastri, Resti; Akmal; Arjanto, Paul
Journal of Economic Education Vol. 14 No. 2 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jeec.v14i2.38317

Abstract

This study investigates the relationship between teachers’ professional commitment, well-being, and their adoption of technology in educational settings, focusing on economics educators in Indonesia. As digital integration becomes increasingly essential in teaching, understanding the internal factors that shape educators’ readiness to use technology is crucial. Using Structural Equation Modeling (SEM) with Partial Least Squares (PLS), the study analyzes questionnaire data from 207 respondents to examine both direct and indirect effects among the key variables. The findings show that teacher well-being significantly enhances professional commitment, which in turn positively influences technology adoption. Additionally, self-development and pedagogical competence contribute meaningfully to teachers’ willingness to integrate technological tools into their instructional practices. These results extend the application of the Unified Theory of Acceptance and Use of Technology (UTAUT-1) by demonstrating how psychological and professional factors shape technology acceptance in educational contexts. Overall, the study provides important insights for improving teacher training programs, strengthening institutional support, and promoting effective digital integration in economics education. By emphasizing the interconnected roles of well-being, commitment, and competence, the research highlights pathways for enhancing pedagogical innovation and supporting sustainable educational development
Allowing Generative AI in Class: Evidence from a Semester-Long Controlled Teaching Study Rojas, Christian; Rong, Rong; Bloomfield, Luke
Journal of Economic Education Vol. 14 No. 2 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jeec.v14i2.34252

Abstract

We report a controlled, semester-long teaching experiment in an upper-division antitrust economics course. Two back-to-back sections were held constant in content, assessment, and grading; they differed only in policy and guidance on generative AI: one section was permitted to use AI with disclosure and structured training, the other was prohibited from using AI and received parallel non-AI study guidance (n = 29 vs. n = 28). We find no detectable effect of AI permission on proctored exam scores or final grades. By contrast, AI access is associated with higher engagement on in-class activities, longer and more concentrated AI sessions in other courses (15–30 minutes), greater metacognitive behaviors (preferring one’s own answers, catching errors, modifying outputs), more positive perceptions—especially regarding efficiency, confidence, and engagement—and stronger intentions to continue using and studying AI, as well as choosing AI-intensive careers. Standardized course evaluations are also consistently higher in the AI section. Taken together, structured AI access with guardrails appears, in our setting, to reshape how students learn and feel about learning, without raising exam scores.

Page 6 of 6 | Total Record : 52

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