The role of critical analysis in the training of economists, applications from industrial organization

Abstract

This research examined the role of critical analysis in the education of economists, with emphasis on applications from industrial organization. A qualitative analytical-interpretative methodology was implemented, based on the systematic review of specialized literature and documentary analysis of 17 Latin American educational programs. The results showed a heterogeneous and still insufficient integration of critical analysis in the teaching of industrial organization, with significant gaps between professionally demanded competencies and those effectively developed in the analyzed programs. Three pedagogical models were identified as particularly effective for the development of critical capabilities: learning based on contextualized problems, systematic theoretical contrast, and case analysis with a multidimensional perspective. Specific factors that facilitate or hinder the implementation of critical approaches were determined, highlighting the importance of integrated epistemological, institutional, and pedagogical transformations. The findings suggest that effective education of economists requires transcending the epistemological monopoly of the neoclassical paradigm, systematically incorporating institutional and historical contextualization, and developing capabilities to critically analyze disruptive digital transformations. It is concluded that the integration of critical analysis constitutes not only a pedagogical but also an ethical and political imperative to educate economists capable of addressing the increasing complexity of contemporary industrial structures and promoting transformations towards more equitable and sustainable economic models.