The Trolley Problem in the Classroom: A Teaching Innovation Experience in Redistributive Economic Policies

Teaching redistributive economic policies requires addressing not only their technical foundations but also the normative conflicts that arise when a public intervention generates benefits for certain groups and costs for others. This article presents a teaching innovation experience based on adapting the trolley problem to the analysis of redistributive decisions in a university Public Economics course. The activity was designed as a deliberative simulation in which students, organized into small groups and assuming different normative roles (utilitarian, Rawlsian, libertarian, egalitarian, technocratic, or electoral populist), had to resolve dilemmas related to transfers, taxation, and public assistance. The experience was conducted during a two-hour session and evaluated through a satisfaction questionnaire administered at the end of the activity. The results show a positive assessment, particularly in terms of the activity’s suitability for the course, students’ understanding of the ethical dilemmas associated with public decision-making, and its ability to foster debate. The activity made it possible to transform abstract concepts concerning equity, efficiency, and political feasibility into concrete decisions, thereby encouraging active participation and reasoned deliberation. The paper concludes that the use of moral dilemmas and role-playing constitutes a useful pedagogical tool for strengthening the critical understanding of redistributive policies in university-level economics education.