This study examines whether pluralistic teaching is associated with students’ learning dispositions. The data are drawn from an economic inequality course delivered at an English university between 2016 and 2025. A new scale capturing pluralistic knowledge of economic inequality is developed around six principles: structural and relational ontology; epistemic pluralism and situated knowledge; intersectional and decolonial analysis; normative commitment to justice, equity and transformation; methodological diversity and grounded inquiry; and engaged scholarship and evidence-informed policymaking. The results show that, after completing the course, students reported higher levels of pluralistic knowledge of economic inequality and stronger learning dispositions relating to critical thinking, epistemic curiosity, civic engagement, self-efficacy and social justice. Pluralistic knowledge of economic inequality is also positively associated with these learning dispositions. In addition, both pluralistic knowledge and learning dispositions are positively associated with academic performance in course assessments.