Speaker: Jennifer Brandsberg-Engelmann, Regenerative Economics

This webinar, led by Jennifer Brandsberg-Engelmann, presented an in-depth analysis of the limitations within current economics curricula and the imperative to transition towards regenerative economic models. Jennifer, a social sciences educator with extensive experience, co-created a curriculum that fills these gaps, starting with collaborative efforts from UK-based student groups who initiated the push to embed sustainability into national curricula. Recognising the absence of critical 21st-century issues in conventional economics, Jennifer and her team, including prominent economists like Kate Raworth, developed a regenerative syllabus published in 2023. Since then, they’ve been fostering partnerships and building a global network to bring these transformative concepts into educational spaces.

Central to the curriculum’s focus is the critique of profit maximisation—a foundational concept in most economics courses. Jennifer highlighted how this principle drives corporate practices that prioritise profits over social and environmental wellbeing. Using Shell’s record-breaking profits as a case study, she illustrated how profit maximisation contributes to ecological harm, social inequity, and economic instability. She argued that this mindset, embedded in economics and business models, leads to “extractive” economies that undermine both ecological balance and social cohesion, exacerbating issues like income inequality and environmental degradation.

Jennifer also shared the emerging voices within the economics community challenging these entrenched principles. For example, Nobel Laureate Angus Deaton recently criticised efficiency-driven profit motives, stating they often function as “a licence for plunder.” By encouraging a reevaluation of these outdated models, Jennifer’s curriculum seeks to empower students with the tools and knowledge needed to foster economies that are both socially and ecologically regenerative. This approach aims to move beyond profit-driven imperatives and towards a more holistic vision of economic wellbeing.

The project has gained momentum, with volunteers, teachers, and students contributing to its expansion. With a goal of integrating regenerative economics into educational systems worldwide, Jennifer’s initiative represents a shift in economics education, encouraging students and educators alike to rethink traditional economic goals and embrace a future-focused, sustainability-centric approach.

Currently, a comprehensive economics course is in the making that centres around a two-year syllabus, a detailed set of learning specifications, and a fully integrated textbook. Targeted at students aged 14 to 19, this curriculum builds on the “embedded economy” model from Donut Economics, offering a systems-oriented approach that brings together diverse economic schools of thought. The course covers markets and state, while also prioritising overlooked institutions like households and commons—highlighting their essential role in supporting human well-being, especially amid increasing ecological and social challenges.

The curriculum is structured to engage students in key topics, from ecology basics and household dynamics to broader economic mechanisms, all infused with discussions on power, values, and social norms. Each topic opens with real-world stories, such as the struggles of Belize’s Maya community against oil exploration, followed by core material and classroom-ready activities. With interactive tools, like flashcards, auto-marked quizzes, and contextual explorations, this curriculum brings a balanced, practical, and inclusive view of economics into the classroom.

This strategy for broader educational impact combines direct advocacy with modular classroom resources. Jennifer’s team is collaborating with organisations like Oxfam and the Donut Economics Action Lab to push for curriculum reform, including an open letter to UK authorities, and supporting teachers with modular resources they can incorporate immediately. Backed by the Civic Innovation Fund (CIF), they are partnering with select teachers to gather stories and evidence that underscore the programme’s effectiveness, building momentum for a shift toward regenerative economics education at a national and international scale.

Jennifer is the Lead Author for Regenerative Economics for Secondary Schools, an international educator, teaching young people for more than 25 years in the social sciences, she is an expert in developing and executing educational strategies, projects, processes, and curricula.

Find here more information on regenerative economics.