Teachers’ experiences on teaching Economics concepts in selected secondary schools: A case study of KwaZulu-Natal, South Africa

Learners often perceive Economics as a difficult subject. This difficulty may stem from the abstract nature of key concepts, the unique analytical thinking the discipline requires, or the traditional methods by which it is taught. Within this context, certain disciplinary ideas referred to as threshold concepts are considered educationally critical for learners to develop a deep understanding of economics. These concepts are often troublesome and transformative, require both cognitive and emotional engagement, and highlight the inseparability of disciplinary learning from the learner’s personal context. This study is within the interpretive paradigm and adopts a qualitative case study design. Purposive sampling was used to select ten economics teachers, who participated in semi-structured, face-to-face interviews. Data was analysed using both deductive and inductive approaches. The semi-structured face-to-face interviews were recorded, transcribed, and analysed using thematic coding to identify common patterns and themes. The findings revealed that many economics teachers have not received formal subject-specific training. In conclusion, the teaching and learning of Economics in KwaZulu-Natal Province secondary schools are hindered by structural, pedagogical, and contextual challenges. A primary issue is the inadequate training of Economics teachers, which diminishes their content knowledge and teaching effectiveness, resulting in poor learner performance. Based on these findings, the study recommends organising regular workshops and refresher courses tailored specifically for economics educators to enhance subject knowledge and pedagogical competence. This study provides a valuable contribution to the limited qualitative research on Economics education in South African secondary schools, specifically in the KwaZulu-Natal Province.