Issue 35, September 2024

This paper delves into the teaching experience on SDG No. 13 of the United Nations 2030 Agenda, which is focused on “Climate Action”. It highlights the importance of emissions trading as a measure to tackle climate change. Despite their interest, traditional economics textbooks do not provide adequate treatment of these markets, making them difficult for students to understand. Therefore, a collaborative learning experience is developed where students simulate being firms in different scenarios: (i) uniform distribution of permits without allowing an emission market, (ii) uniform distribution with an emission market, (iii) unequal distribution with an emission market and (iv) a tax on emissions. Students realize how emission allowance markets are an efficient mechanism for emission reductions and independent of the initial allocation of allowances. They also learn how the implementation of an emissions tax provides a similar result to the emission trading markets. In short, this teaching experience provides students with a more solid understanding of emission markets and their role in climate action.

This article describes the experience of teaching innovation carried out in the subject of Corporate Tax Regime of the Bachelor's Degree in Business Administration at the Universidad Rey Juan Carlos. Social networks are nowadays a tool for communication and learning, especially among young people, because they are a common means of information and interaction among them. Their incorporation into higher education allows the design of innovative teaching models that incorporate additional current resources and improve the fluency and interrelation between teachers and university students. From this approach, we have designed an innovative experience that aims to integrate the social network Twitter, in the development of this subject of taxation. The specific objective of this teaching practice has been to strengthen and complement the fiscal culture and civic responsibility of our students through the dissemination and analysis of current news on the role of the public sector as a tax collector and provider of public spending. Additionally, the proposed activities have fostered cooperative learning and a more participatory environment in the classroom. To assess the impact of this Twitter activity on learning and acquired values, students' activity on the networks was monitored and surveys were conducted at the beginning and end of the course.

Nowadays it is almost impossible to discuss the future of the education industry without considering the influence of artificial intelligence (AI). This article examines the opportunities and challenges associated with the use of AI in education, with a particular focus on the ability of ChatGPT-3.5 to address a Public Economics exam that includes theoretical questions and practical exercises at the level of a course for undergraduate students. The algorithm has been demonstrated to be capable of attaining a B- grade evaluation in accordance with the established criteria. The study's conclusion is that this AI-based chatbot demonstrates remarkable capabilities in assisting educators in preparing materials for lectures, classes, and seminars, as well as providing tutoring support to students in Public Economics.

This paper reviews the book "Fragile futures. The uncertain economics of disasters, pandemics, and climate change", by Vito Tanzi. It shows how the theory of public finance, which underpins public sector intervention in a market economy, suffers from a clear lack of consideration of public action in the face of uncertain future events with potentially extremely serious economic and social consequences. The absence of guidelines and the lack of appropriate mechanisms and resources make it difficult, when the time comes, to adopt the needed measures. Moreover, the rigid application of fiscal rules can further complicate the situation. The book provides a taxonomy of uncertain events, as well as a synthesis of the most significant cases recorded in history. Special attention is given to the problems of global warming and climate change. The author defends the thesis that global public "bads" require the intervention of a global government or, failing that, of strong international institutions.