L Geetarani Devi*

Assistant Professor, College of Agriculture, CAU, Imphal, Pasighat, India.

*Corresponding Author: L Geetarani Devi, Assistant Professor, College of Agriculture, CAU, Imphal, Pasighat, India.

Received: December 29, 2025; Published: January 30, 2026

Abstract

Economics is an integral part of everyday life, yet it is often perceived by students as abstract, dry, and disconnected from real- world experiences. This paper examines the persistent gap between the actual and potential effectiveness of economics teaching, using the concept of economic slack as a pedagogical metaphor. While the lecture method remains the dominant mode of instruction due to infrastructural, curricular, and institutional constraints, it often limits student engagement and active learning. The paper critically evaluates the strengths and limitations of lecture-based teaching and explores innovative strategies to bridge the gap between traditional classroom practices and the potential of learner-centered pedagogy. Methods such as interactive lectures, use of print and electronic media, ICT tools, problem-solving approaches, case studies, simulations, and games are discussed to demonstrate how economics teaching can be made more relevant, participatory, and application-oriented. The study concludes that integrating innovative teaching practices with traditional lectures can enhance economic literacy, promote critical thinking, and reduce the gap between actual classroom practices and the potential outcomes of economics education.

Keywords: Economics; Economic Slack; Electronic Media

References

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Citation

Citation: L Geetarani Devi. “Measuring Economic Slack: Actual and Potential Output". Acta Scientific Agriculture 10.2 (2026): 16-21.

Copyright

Copyright: © 2026 L Geetarani Devi. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.