Economic man ("homo economicus") in the view of classical economics is an individual who is independent, autonomous, and rational, who pursue maximum satisfaction with minimum costs. However, as a human being, we often make irrational or unreasonable decisions because of cognitive biases. The irrationality of the individual due to instincts or feelings that are used as a consideration in making decisions without using rationality in thinking. This topic can be studied in the discussion of Behavioral "Economics." The dominance of neoclassical economics in educational curricula is a prominent concern. However, promoting behavioral economics may encourage students to make better economic decisions. This study aims to develop and assess the feasibility and effectiveness of learning materials in behavioral economics for higher education in order to help students make complex decisions. This paper followed the development procedures outlined by Dick and Carey for instructional design and was tested in the classroom using an experimental approach. Four experts validated the content, and 30 undergraduate students at Universitas Negeri Surabaya participated in the experimental study. The findings reveal that the learning material development was reviewed and validated by experts and underwent some revisions and enhancement. Based on the analysis, the development feasibility level scored 81, and the N-Gain was 56.22%, indicating that the teaching material was quite feasible and effective. Therefore, the behavioral economics teaching material can be used for higher education.