The research was conducted by Ahmad Fadhil Imran, Dirmansyah Darwin, Nurliana, Septiannisa Paramita, and Muhammad Yamin from the Economic Education Study Program at Makassar State University. The study was published in 2026 in the International Journal of Sustainability in Research (IJSR).
The researchers found that many university students initially viewed economics mainly through the lens of productivity, market efficiency, and profit. After participating in sustainability-oriented learning activities, students began to connect economic systems with environmental destruction, digital overconsumption, and social inequality.
The findings are significant as universities worldwide face growing pressure to prepare graduates capable of responding to climate change, sustainability crises, and the social impact of digital economies.
Why the Research Matters
The study comes at a time when higher education institutions are increasingly expected to support sustainable development goals and climate awareness.
Indonesia provides a particularly important setting for this discussion. The country continues to experience deforestation, mining expansion, marine pollution, and environmental degradation linked to extractive economic practices. At the same time, Indonesia has become one of Southeast Asia’s fastest-growing digital economies, driven by e-commerce platforms, online marketplaces, and digital financial services.
According to the researchers, these two developments are deeply connected. Digital consumer culture encourages higher levels of consumption, electronic waste, and algorithm-driven purchasing behavior among young people.
The study argues that economics education often fails to address these realities because traditional teaching models still prioritize economic growth, efficiency, and market-centered reasoning over sustainability and environmental ethics.
“Critical economic thinking cannot be understood solely as a cognitive or analytical skill detached from ecological, ethical, and socio-digital realities,” the researchers wrote in the discussion section of the study.
How the Study Was Conducted
The research used a qualitative approach known as Constructivist Grounded Theory. Rather than relying on surveys or statistical measurements, the researchers explored how students personally experienced sustainability-oriented learning.
The study involved 24 undergraduate students from economics-related disciplines at Makassar State University. Participants included students from the third, fifth, and seventh semesters.
Researchers collected data through:
- In-depth interviews
- Focus group discussions
- Reflective student journals
The team then analyzed recurring themes and patterns to understand how students’ perspectives on economics, sustainability, and digital technology evolved during the learning process.
The research ultimately produced a conceptual model called the SOCET Framework, short for Sustainability-Oriented Critical Economic Thinking Framework.
Four Major Changes in Student Thinking
The study identified four interconnected transformations that shaped students’ understanding of economics and sustainability.
1. Ecological Awakening
Students began questioning the idea that economic success should only be measured through profit and productivity.
Many participants reported becoming more aware of environmental destruction caused by overconsumption, resource exploitation, and unsustainable industrial practices.
Several students described feelings of moral discomfort after reflecting on their own consumption habits and environmental impact.
2. Digital Sustainability Reflexivity
The research found that students developed stronger awareness of the environmental and ethical consequences of digital lifestyles.
Participants reflected critically on:
- Online shopping habits
- Social media advertising
- Platform-driven consumerism
- Electronic waste from gadget replacement
- Energy-intensive digital systems
One participant admitted feeling uncomfortable about repeatedly buying unnecessary products simply because social media advertisements constantly appeared online.
The researchers described this process as “digital sustainability reflexivity,” a concept that extends digital literacy beyond technical skills into ethical and ecological awareness.
3. Ethical Reconstruction of Economic Reasoning
Students gradually shifted from purely profit-oriented thinking toward broader ethical evaluation.
Economic decisions were increasingly viewed through the perspectives of:
- Environmental sustainability
- Social justice
- Intergenerational responsibility
- Long-term ecological impact
Rather than rejecting economics itself, students reconstructed their understanding of economic rationality by integrating sustainability values into decision-making.
4. Transformative Sustainability-Oriented Economic Consciousness
The final stage involved a broader transformation in students’ worldview.
Participants began recognizing that economy, technology, society, and ecology are interconnected systems rather than separate issues.
Some students reported changing their own consumption habits, becoming more selective in online shopping, and considering environmentally responsible products and businesses.
Others expressed interest in promoting sustainability values within their future careers.
Universities Encouraged to Reform Economics Education
The study argues that sustainability should become a foundational principle within economics education rather than simply an additional topic.
According to Ahmad Fadhil Imran and his colleagues at Makassar State University, universities need more reflective, interdisciplinary, and dialogical learning environments that encourage students to critically evaluate economic systems.
The researchers also emphasized that digital literacy education should move beyond technical competence. Students need to understand how digital systems shape consumption patterns, environmental degradation, and economic behavior.
The findings align with growing international discussions about green economies, sustainable development, ESG standards, and ethical digital transformation.
The researchers believe sustainability-oriented economics education could help prepare graduates who are capable of addressing future socio-ecological crises while making more responsible economic decisions.
Relevance for Business and Public Policy
The implications of the study extend beyond universities.
Businesses increasingly require employees who understand sustainability, environmental responsibility, and ethical decision-making. Governments and policymakers are also under pressure to design economic systems that balance growth with climate and environmental concerns.
The SOCET Framework proposed in the study may offer a new educational model for preparing future professionals to navigate the challenges of digital capitalism, climate change, and sustainability transitions.
The research also contributes an important Global South perspective to international sustainability education debates, particularly from Indonesia’s rapidly developing digital economy.
Author Profile
Ahmad Fadhil Imran, M.Pd. is a lecturer and researcher in the Economic Education Study Program, Faculty of Economics and Business, Makassar State University, Indonesia. His academic expertise includes economics education, critical economic thinking, sustainability-oriented learning, and digital learning innovation.
The study was co-authored by:
- Dirmansyah Darwin
- Nurliana
- Septiannisa Paramita
- Muhammad Yamin
All authors are affiliated with Makassar State University in Indonesia.
Source
Journal Article: Reconstructing Critical Economic Thinking through Eco-Pedagogy and Digital Sustainability Competence: A Constructivist Grounded Theory Study.
Journal: International Journal of Sustainability in Research (IJSR), Vol. 4, No. 3, 2026,
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