Toward Human-Centered AI in Economics Education

Abstract

Artificial intelligence (AI) is increasingly shaping learning processes in higher education, raising concerns about cognitive dependency and the erosion of critical thinking. These concerns are particularly significant in economics education, where analytical reasoning, judgement, and problem-solving are essential. This chapter conceptually examines how human-centred AI design can support cognitive development rather than replace it. Drawing on Human-Centred AI, Cognitive Load Theory, Self-Regulated Learning Theory, Dual-Process Theory, and insights from neuroscience, the chapter proposes the Human-Centered AI for Economic Thinking (HCAI-ET) Framework. The framework offers design and pedagogical principles that promote cognitive engagement, metacognition, intellectual autonomy, and responsible AI integration in economics education.