In the evolving landscape of education, the integration of popular culture into academic curricula is gaining momentum, particularly in disciplines often perceived as abstract or detached from everyday experience. A pioneering study co-authored by Dr. Julien Picault, a Professor of Teaching at the University of British Columbia Okanagan, exemplifies this trend by demonstrating how scenes from globally renowned Netflix series such as Narcos and Stranger Things can be harnessed as potent pedagogical tools for elucidating intricate economic theories. Published in The Journal of Economic Education, the article titled Teaching economics with Netflix presents a compelling argument for embedding culturally resonant media into economics instruction, thereby fostering deeper conceptual understanding and enhancing student engagement.
The crux of Dr. Picault’s investigation lies in addressing the perennial challenge faced by economics educators: rendering theoretical constructs tangible and relatable. Traditional teaching methods, often reliant on abstract models and textbook examples, may fail to resonate with students whose primary interactions with economic concepts occur through lived experience and media consumption. By leveraging content that students are already actively engaged with in their daily lives, such as popular Netflix shows, educators can effectively bridge the gap between theoretical frameworks and real-world phenomena.
Central to the study is the introduction of EcoNetflix, an innovative, freely accessible online resource developed in collaboration with Marymount University colleagues. EcoNetflix curates an extensive collection of meticulously selected clips from Netflix originals spanning a diverse array of genres and geographies. Each clip is thoughtfully mapped to specific economic concepts, ranging from elementary principles like supply and demand to more sophisticated topics such as market structures and inflation measurement. This approach not only democratizes access to resourceful teaching aids but also aligns pedagogy with the cultural and social contexts of the student body.
The episode structure of shows like Stranger Things offers fertile ground for illustrating the economic principle of creative destruction, a term coined by economist Joseph Schumpeter to describe the incessant cycle of innovation rendering obsolete old technologies and business models. Within the series, characters utilize devices such as walkie-talkies, phone booths, and cassette players—technologies that have been supplanted in contemporary life by multifunctional smartphones. This evolution symbolizes not only technological progress but also invites students to grapple with nuanced questions of cost efficiency, consumer preferences, and the broader ramifications for economic indicators like the Consumer Price Index (CPI). The replacement of multiple discrete devices by a singular smartphone challenges traditional inflation measurement, as quality improvements and product substitutions complicate the assessment of price levels over time.
In a contrasting yet complementary narrative, the crime drama Narcos serves as a vivid backdrop for exploring the dynamics of market control, oligopolistic behavior, and cartel formation. The portrayal of Pablo Escobar’s proposed alliance with rival kingpins encapsulates the formation of a cartel—an illicit agreement among producers designed to curtail competition, stabilize prices, and maximize joint profits. Through this dramatization, students can observe the strategic considerations underpinning such collusive agreements, including risk reduction, market division, and the balancing of short-term gains against long-term legal and economic sustainability. This real-life inspired example enhances understanding of oligopolistic market structures, where few dominant firms possess substantial market power.
The effectiveness of this pedagogical strategy is amplified by its alignment with contemporary educational goals, particularly the pursuit of inclusivity and cultural relevance. Dr. Picault emphasizes that the approach transcends mere entertainment: it strategically leverages media that reflects diverse cultural, geographic, and social realities, thereby fostering a learning environment more representative of the student demographic. The global reach of Netflix as a platform enables educators to select from a plethora of culturally variegated content, promoting a richer, more nuanced economic discourse that resonates across different societies and experiences.
From a theoretical standpoint, the initiative underscores the importance of contextualization in economic education. By situating abstract principles within recognizable narratives, students are encouraged to synthesize conceptual knowledge with empirical observation, a process critical for developing analytical proficiency. This immersive method can potentially mitigate the disengagement often reported in economics courses, where students struggle to visualize the applicability of theoretical models to their everyday economic decisions and societal issues.
Moreover, the integration of media into economics instruction invites reflection on the role of narrative and storytelling in shaping economic understanding. Television dramas and documentaries often distill complex socio-economic phenomena into compelling plots, character motivations, and conflict resolutions. These narrative devices offer a heuristic framework for students to dissect incentives, market interactions, and institutional constraints, effectively humanizing economic theory and rendering it accessible without sacrificing rigor.
The EcoNetflix platform represents an innovative intersection of technology, pedagogy, and cultural studies. Its repository, accompanied by detailed teaching guides, empowers instructors to customize lessons that accommodate varying levels of economic literacy, from introductory classes to advanced seminars. This adaptability enhances the pedagogical reach, allowing educators to scaffold learning experiences that progressively build economic reasoning skills.
Additionally, the paper situates this endeavor within a broader scholarly dialogue on the utility of popular culture in education. Dr. Picault’s prior research on using pop culture to teach economics laid foundational insights, now extended through this collaboration and resource. Such cumulative scholarship highlights a paradigm shift in educational methodologies, advocating for experiential and media-facilitated learning as a means to deepen engagement and comprehension.
The implications of this work extend beyond the classroom. By familiarizing students with the economic concepts embedded in widely consumed media, the approach cultivates critical media literacy, enabling future citizens to analyze and interpret socio-economic narratives presented in popular culture. This critical engagement is essential in an era where media influence shapes public perception and policy debates.
Ultimately, Dr. Picault’s research advances a compelling vision for the future of economics education—one that is inclusive, dynamic, and interconnected with the cultural milieus that shape student perspectives. By harnessing the narrative power of Netflix’s diverse content catalog, educators can unlock new pathways for understanding the complexities of markets, innovation, and economic behavior, fostering a generation of learners equipped to navigate and contribute to an increasingly interconnected global economy.
Subject of Research: Not applicable
Article Title: Teaching economics with Netflix
News Publication Date: 11-May-2025
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References:
Teaching economics with Netflix, The Journal of Economic Education, DOI: 10.1080/00220485.2025.2501640
Keywords: Economics education, popular culture, Netflix, creative destruction, oligopoly, cartels, economic pedagogy, cultural relevance, EcoNetflix, consumer price index, market structures, media literacy
