“Don’t leave the classroom unless you ask me a question — and that question must be about economics,” I announced as I stood before my students, holding the attendance sheet. A few of them exchanged glances, uncertain whether I was serious or just attempting a new teaching tactic.
Taking a deep breath, I began calling names.
“Saleh!” I called out. “I am present,” he responded quickly.
“Good. Now, ask me a question,” I said, looking at him expectantly.
Saleh hesitated, his brows furrowing. “I don’t know what to ask,” he admitted, shifting uncomfortably in his seat.
“Then you’re not leaving this classroom until you ask me something,” I replied, smiling as I leaned against the desk.
A nervous chuckle rippled through the room. I could see the students exchanging whispers, flipping through their notebooks, trying to recall something —anything — worth asking.
Saleh scratched his head and finally managed a question. “Why do banks charge interest on loans?”
I nodded, pleased. “Great question, Saleh. Interest is the price of borrowing money. It compensates lenders for the risk they take and the opportunity cost of not using that money elsewhere. The higher the perceived risk, the higher the interest rate. Now, you may leave.”
He exhaled in relief, gathered his books, and walked toward the door.
Now, the rest of the class was engaged. They realised I wasn’t joking; their exit was conditioned on curiosity.
I scanned the room and called the next name. “Mariha!”
“I am present,” she responded confidently. Then, before I could prompt her, she added, “I have a question. Can I ask now?”
“Of course,” I encouraged. “Why do prices matter in economics?”
A fantastic question. “Excellent, Mariha,” I said. “Prices are signals in the economy. They tell us about scarcity and demand. If something is expensive, it means either demand is high or supply is low — or both. Prices guide producers on what to make and consumers on what to buy. They keep the economy functioning efficiently.”
She nodded, satisfied. “Thank you, professor.” “You’re welcome. You may leave,” I said.
Now, the room was buzzing with quiet energy. Some students scribbled potential questions in their notebooks, while others looked deep in thought, mentally forming their inquiries.
Next, I called on Faisal. “Why does inflation reduce purchasing power?” he asked.
“Brilliant question,” I said, impressed by his critical thinking. “Inflation means that prices are rising. If the cost of goods and services goes up, but your income stays the same, you can buy less with the same amount of money. That’s why inflation erodes purchasing power.
A cup of coffee that costs RO 1 today might cost RO 1.5 next year. If your salary doesn’t increase, you’re effectively earning less.”
Faisal nodded and packed his bag, leaving with a newfound understanding.
One by one, students took turns questioning me, transforming what had initially been a mere attendance call into an active, engaging discussion on economic concepts.
“Why do governments impose taxes?” asked Noor. “Well,” I said, “taxes are a primary source of revenue for governments. They fund public goods and services like roads, schools, and hospitals. But taxes also serve another purpose, they can influence behaviour. For example, high taxes on cigarettes discourage smoking. Tax policies shape economic activities.”
“Why do some countries have stronger currencies than others?” asked Ahmed. “Excellent inquiry,” I replied. “A country’s currency strength depends on factors like inflation, interest rates, and trade balance. If a country exports more than it imports, demand for its currency rises, making it stronger. But if inflation is high or investors lose confidence, the currency weakens.”
As more students asked their questions, the discussion deepened. Some students probed further into financial crises, supply chain disruptions, and the role of central banks.
One of the last students, Fatima, raised her hand hesitantly. “Why do economic recessions happen?” she asked. “A recession happens when there’s a significant decline in economic activity, usually measured by GDP contraction over two consecutive quarters. It can be caused by factors like reduced consumer spending, declining investments, or global shocks like pandemics or financial crises. Governments and central banks try to prevent recessions by using fiscal and monetary policies.”
By now, nearly everyone had left the classroom. Only a few remained, either still formulating their questions or simply enjoying the engaging discussion.
I looked at one of the remaining students, Al Muzdalifa. “What about you?” I asked.
She grinned. “Professor, what is the biggest question in economics?”
“That’s a philosophical one. But if I had to choose, it might be: How can we create sustainable economic growth while ensuring equality and environmental responsibility?’ Economics isn’t just about money; it’s about making choices that shape our society and future.”
Al Muzdalifa thought for a moment, then stood up, smiling. “That was a great class.”
I nodded. “It wasn’t just a class. It was economics in action. And the best part? It all started with a simple question.”
As I watched the last student leave, I realised that curiosity is the real driving force of economics. It isn’t just about theories in textbooks, it’s about questioning the world around us. And today, my students learned that lesson firsthand.
The writer is a senior lecturer at Middle East College
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