Happiness in the Classroom: Theoretical Insights into Storytelling as an Effective Economics Teaching Strategy

Mohit Jain

doi:10.63363/aijfr.2025.v06i06.1466

Happiness in the Classroom: Theoretical Insights into Storytelling as an Effective Economics Teaching Strategy

Author(s)	Mr. Mohit Jain
Country	India
Abstract	This study theorizes storytelling as a transformative pedagogical strategy in economics education, offering an alternative to traditional textbook-centred approaches. Economics, often perceived as abstract and disengaging, poses challenges for student motivation, comprehension, and long-term retention. Storytelling, rooted in human culture and cognition, provides a narrative framework that can simplify complex concepts, foster emotional connection, and create a more inclusive classroom environment. The paper undertakes a comparative theoretical analysis of textbook-based pedagogy and narrative-driven teaching across fundamental microeconomic concepts, including demand, diminishing marginal utility, production theory, and market structures. Drawing on interdisciplinary insights from educational theory, cognitive psychology, and narrative studies, it examines how carefully crafted “teacher’s scenes” illustrate economic principles in ways that enhance engagement and recall. Seven evaluative parameters—Engagement, Understanding, Retention, Interest, Effectiveness, Relevance, and Critical Thinking (EURIERC)—are used as a framework for comparison. Findings suggest that while textbooks provide rigor, structure, and systematic coverage, storytelling demonstrates clear advantages in stimulating curiosity, promoting deeper understanding, and supporting long-term retention by integrating emotional resonance with intellectual learning. The theorization emphasizes that combining the two approaches could enrich economics education, balancing analytical precision with human-centred learning. This paper contributes by framing storytelling not merely as a teaching aid but as a holistic pedagogical innovation aligned with student well-being and happiness in learning. It lays the groundwork for future empirical studies on narrative pedagogy and calls for curriculum designers, educators, and policymakers to integrate narrative strategies into economics teaching for more meaningful and joyful learning experiences.
Keywords	storytelling pedagogy, economics education, student engagement, happiness in learning, narrative teaching
Field	Sociology > Economics
Published In	Volume 6, Issue 6, November-December 2025
Published On	2025-11-18
DOI	https://doi.org/10.63363/aijfr.2025.v06i06.1466
Short DOI	https://doi.org/hbbz8v

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Happiness in the Classroom: Theoretical Insights into Storytelling as an Effective Economics Teaching Strategy

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