Issue 39, September 2026

The case-study methodology has the potential to foster skills such as critical analysis and collaborative work, as well as it may have a positive impact on academic performance. In the 2012/13 course, a group of teachers from the University of Barcelona introduced this methodology into the course Economic Evaluation of Public Policies, taught at the Political and Administration Sciences undergraduate programme. This paper examines the evolution between the 2012/13 and 2024/25 academic years of that teaching experience, which initially yielded positive evaluations and outcomes but ultimately return to traditional methods. This article reflects on the reasons behind this trajectory and discusses the conditions that determine the success or failure in the application of this methodological strategy.

The objective of this paper is to analyze the impact of the interactive tool Wooclap on the teaching-learning process within the Public Sector Economics course. Unlike merely descriptive studies, this research employs a quasi-experimental design with correlation analysis to evaluate how gamification and anonymity influence student participation and the comprehension of complex technical concepts (such as tax incidence, the calculation of Pigouvian taxes, or the measurement of inequality through the Gini Index, among others). To achieve this, the study analyzes, on the one hand, the evolution of grades and teacher satisfaction surveys over the last six academic years. On the other hand, it exploits a specific survey conducted among students (N=109) using inferential statistics techniques. The results reveal a positive and significant correlation between self-perceived shyness and the valuation of anonymity, positioning Wooclap as a key tool for classroom inclusion and democratization. Furthermore, it is observed that fostering participation is strongly linked to an improvement in the self-reported understanding of practical concepts. It is concluded that the use of these audience response systems not only dynamically enhances the classroom environment but also reduces psychological barriers to participation and facilitates immediate formative assessment in highly complex economic content.

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.

A large group of professors from the Department of Applied Economics and Public Management at the UNED, coordinated by Luis Ayala, have undertaken the preparation of this textbook. The contributors include Ana Herrero, Rosa Martínez, Marina Romaguera, José Manuel Tránchez, Pedro Juez, and Javier Martín Román. It is a comprehensive treatise covering all the issues that typically arise in the discipline reflected in its title, making it a highly useful reference text. The authors have been restrained in their use of formal apparatus; nevertheless, the explanations are excellent and consistently maintain a high degree of rigor.