Inhaltszusammenfassung:
Rapid economic development in the last decades has increased requirements for
citizens to participate in a complex economic environment. Due to globalized markets,
structural transformation and not least crises like the financial crisis in 2008 or the
global energy crisis in 2022, economic education becomes more and more relevant to
make decisions in everyday life.
In the last decades, economic education in the German high-tier school track
“Gymnasium” has been limited to an integrated concept, with economic contents being
implemented in curricula of adjacent subjects like social sciences (Brückner et al.,
2015; Kaiser et al., 2020; Oberrauch & Kaiser, 2020). Recently, the German federal
state Baden-Württemberg passed a curriculum reform introducing economics as a
standalone subject in all general education schools. This development makes the
investigation of economic education and economics students in secondary education
increasingly relevant.
This thesis is structured as follows: First, a theoretical framework is given, providing
background information about economic education in Germany and relevant literature.
After that, framework conditions of German secondary education and concrete
curricular settings are explained. It follows information on the sample and research
design. Afterwards, the regression results are presented, followed by a discussion of
the findings. In the end, I will draw a final conclusion.
