Teaching the economics of immigration: A “significant learning” approach

Monica Galizzi and Kristin Gallas

The Journal of Economic Education, 2026, vol. 57, issue 2, 207-222

Abstract: Immigration is a topic of great concern in public opinion, but there is extremely limited analysis of how to teach it at the post-secondary level. The authors of this article developed a lesson plan to explain this topic in an upper-level labor economics class, using Fink’s categories of significant learning, building on students’ individual experiences to develop theoretical understanding, data literacy, and awareness of normative analysis. The plan includes reflection on personal histories, data analysis, role-playing, and debating activities. This approach can be implemented in other economics courses with the goal of increasing relevance, inclusiveness, and students’ sense of “belonging” in the discipline.

Date: 2026
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DOI: 10.1080/00220485.2026.2619586

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