Mapping innovative teaching methods and tools in European studies: Results from a comprehensive study

Abstract

This chapter focuses on the results of a research on European Studies aimed at identifying which teaching methodologies and tools are used in such disciplines. In the first part, it discusses the educational policy of the European Union (EU) and its implementation with reference to the Bologna Process and the Lisbon Strategy, highlighting the skills required of students in the new knowledge society. We argue that innovative pedagogical methods and tools would best serve the development of these skills. In the second part, we introduce and discuss the results of a large-scale survey - with data coming from lecturers active in the 27 EU member states, plus Iceland, Turkey and Norway - aimed at evaluating the extent to which such innovative pedagogy is used in teaching European Studies. Results provide an enlightening view of the current use of innovative teaching methods and tools in the context of European Studies, especially with regard to areas which can be improved. This chapter is the result of the joint research efforts of the three authors. Stefania Baroncelli is directly responsible for §7.1, §7.2, §7.3, and §7.4; Fabio Fonti for §7.6, §7.8, and §7.9; and Gordana Stevancevic for §7.5 and §7.7. The authors benefitted from feedback obtained at the Twelfth Biennial International Conference of the European Union Studies Association (EUSA), Boston, MA, March 3-5, 2011. All errors remain our own.