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Wednesday, February 25, 2026

20260205 Designing Effective Economics Lessons with GenAI Integration

 Workshop objectives

This workshop aims to help participants:

  • master prompt engineering techniques to maximize the effectiveness of GenAI tools in an Economics lesson,
  • analyze potential risks and downsides of using AI in teaching and learning, and develop strategies to mitigate these issues, and
  • create and implement AI-enabled lessons that combine optimized AI use with teacher facilitation and human interaction to enhance student learning experiences.

 

  1. Workshop details

 

 Description

Date and time

Platform

Further notes

Asynchronous learning

Between 4 February 2026 to 24 February 2026

SLS

 

Participants should have already learnt:

Know WHAT

  1. What is AI?
  2. What is AI literacy for teachers?

Know HOW

  1. What is prompt engineering?

Face-to-face in-person workshop session 1

25 February 2026 (Wed)

2.30pm to 5.30pm

AST

Training Room 13

This workshop continues with
Know HOW

  1. How is GenAI used in T&L (focus is on AIEd features in SLS)

Know WHY

  1. Why should teachers be deliberate and intentional in designing lessons with AI?
  2. How can teachers design for meaningful integration of AI in Economics?

 

Your segment is highlighted in yellow above. The proposed rough flow of the workshop is as follows:

Time (est)

Description

2.30pm to 3.00pm

  • Welcome and context setting (How has thinking about AIEd shifted?)
  • Ice-breaking activity (reverse prompting)
  • Reiterating the AI Literacy framework for teachers (my own unofficial one for now)
  • Prompt patterns

3.00pm to 4.15pm

  • How is GenAI used in T&L (focus is on AIEd features in SLS)
  • Sharing on AIEd features in SLS
    • Learning Assistant
    • Annotated Feedback Assistant
    • Interactives (Authoring Copilot)
  • Participants to play around with these features

4.15pm to 4.30pm

Tea break

4.30pm to 5.20pm

  • Why should teachers be deliberate and intentional in designing lessons with AI?
  • How can teachers design for meaningful integration of AI in Economics?
    • I am hoping to link back to LEA, AFA and interactives for this part

5.20pm to 5.30pm

Consolidation and instructions for assignment


Wondering if it would be too much to take the participants through LEA, AFA and Interactives? I tried out Interactives myself. It is quite easy to set up just following the user guide and video.  But the interactive has content errors so how to correct the interactive?

Answer:




AFA is more complicated to set up. After setting it up, I found that AFA only commented on 1 grammatical error although I “submitted” a full-length essay. I wonder if there is potential to use AFA for Economics since there is a lot of writing but how to use AFA to comment on economic content and processes? Would you be able to share how to tailor AFA to economic writing?

Answer:

Provide feedback on:
1. Accuracy of economic concepts
2. Quality of analysis
3. Use of examples or data
4. Strength of evaluation
5. Logical structure

Do NOT focus mainly on grammar.

Focus on economic reasoning.

For each criterion:
- Give a band (1–4)
- Explain why
- Suggest 1 specific improvement

End with:
Top 3 ways to improve this essay.

🧠 ECONOMICS AFA TEMPLATE (JC / H2 / IB-style)

1️⃣ Rubric criteria (for AFA setup)

Use 5 criteria only.
Too many → AFA becomes shallow.

Criterion 1 — Economic concepts

  • Accuracy of definitions

  • Correct use of terminology

  • Relevant theory

Why: examiners prioritise conceptual clarity before evaluation.

Criterion 2 — Application to context

  • Uses case data

  • Applies theory to scenario

  • Links to question

Criterion 3 — Economic analysis

  • Cause → effect chains

  • Logical reasoning

  • Use of diagrams (if relevant)

Analysis in economics means explaining theory using
definitions, explanations, examples and diagrams.

Criterion 4 — Evaluation

  • Judgement

  • Limitations

  • Assumptions

  • Trade-offs

Evaluation assesses impact and effectiveness of policies.

Criterion 5 — Structure & argument

  • Logical flow

  • Paragraphing

  • Conclusion

2️⃣ Marking bands (use in AFA rubric table)

Use 4 levels.
AFA works best with clear descriptors.

Band 4 — Excellent

  • Accurate economic theory

  • Strong analysis chains

  • Balanced evaluation

  • Clear judgement

Band 3 — Good

  • Mostly accurate concepts

  • Some analysis

  • Some evaluation

  • Minor gaps

Band 2 — Developing

  • Basic theory

  • Weak links

  • Limited evaluation

Band 1 — Emerging

  • Incorrect concepts

  • Descriptive only

  • No evaluation

Rubrics should include criteria, levels and descriptors to ensure reliable feedback


Lastly for LEA, not much of an issue of setting it up but the quality of “conversation” with  SaLiS may be too boring and restrictive for JC students. Might you be able to share how to build LEA suitable for interacting with JC students (while our EconsLearningAssistant is still being developed)?

answer:

How to design LEA for JC students

Instead of:
“Explain demand and supply”

Use:
roles + scenarios

Examples:

Role: Policy advisor

“Advise government on GST increase”

Role: Debate opponent

“Challenge my argument on minimum wage”

Role: Examiner

“Ask me 3 evaluation questions”

Role: Socratic tutor

“Only ask questions, don’t give answers”

This changes conversation quality dramatically.


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