Analysis reveals common methodological misconceptions in economic science education for graduate and undergraduate students, suggesting the need for curriculum reform.
This paper attempts to assess the presence of methodological errors and misconceptions in the scientific works, dissertations of economists, and in the educational and encyclopedic literature used in the training of undergraduate and graduate students in recent years. Statistical data obtained using scientometric tools from the eLIBRARY.RU electronic library and the Higher Attestation Commission (VAK) was used. In published scientific works and dissertations for academic degrees by Russian economists in the 2020s, cases of methodological errors and misconceptions are common. These errors consist of mistaking induction for a scientific method that can be used in economic research. Furthermore, the phenomenon of introducing new, non-operational and incompletely defined concepts and categories has been observed. One possible cause of methodological errors is the spread of methodological misconceptions and misconceptions in the educational and encyclopedic literature used by undergraduate and graduate students—future economists.
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Basovskaya et al. (2025) studied this question.
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