يعزز تعليم الاقتصاد القياسي مهارات التحليل والتفكير النقدي لدى الطلاب، لكنه يمثل تحدياً بسبب صعوبته الرياضية.

تواجه مؤسسات الدول النامية تحديات كبيرة في تطبيق الحكومة الإلكترونية أبرزها ضعف البنية التحتية الرقمية، ونقص الكفاءات المتخصصة، وقلة التمويل والدعم السياسي. كما تشكل مقاومة التغيير الثقافي والإداري عائقاً إضافياً أمام التحول الرقمي

Developing economic policies and making appropriate decisions based on the predictions drawn after conducting a series of analyses using mathematics and statistics and benefiting from economic theory.

Standard economics education at the university level tends to foster students' self-interest, enrich their general and macroeconomic knowledge (especially if they have prior experience), and shape their worldview to prioritize efficiency and market-based thinking.

Standard economics education often leads university students to adopt more self-interested, analytical, and market-driven perspectives, sometimes reducing their sensitivity to ethical and social considerations.

It is also important to emphasize the importance of economic statistics.

It is common, for instance, to overreact to small changes in economic numbers that could just be measurement or sampling error or some other error. I remember an index value announced on television that had been revised. The preliminary number and the revised number went in different directions. I imagined people making one decision originally and then rushing to make a different decision when in reality there was no substantial/detectable change.

Also, before I retired from the US Energy Information Administration (EIA) in 2014, I recall a directive from our communications office that we should write data publications as if we were writing to a child ... I think they said a 10- or 12-year-old. That made me wonder why a child should be a CEO or run a business. Perhaps a better solution would be to have people more informed about economic statistics so they can perhaps use them properly.

Thank you very much for your comment, James R Knaub. If there’s one thing I’ve learned from over two decades of teaching economics, it’s that empirical data—especially numerical or statistical—can be presented in many ways and interpreted just as differently. This raises a fundamental question: is there a correct way to present or interpret such data? My answer is no; it depends on the particular aspect of reality one aims to study or highlight. Of course, there can also be biased, partisan, or ideologically motivated uses of both data presentation and interpretation—another equally important and interesting discussion.