European Education Research Articles

Should mathematicians worry with PISA and TIMSS math results?

Since the end of last century, international large-scale assessment studies have been providing systematic information about countries’ education results. The news they convey regarding European education are not at all reassuring and have worsened with school closures and the disruption due to the recent Covid-19 pandemic. The size of the education losses and the distance of most European countries to other areas of the world, namely South East Asia, are often overlooked. A simple statistical analysis shows most European students are about one to two school years behind their peers in most advanced countries and regions, and the gap is increasing. These facts will negatively impact European workforce, economic competitiveness, and development. They will most likely also negatively impact mathematics higher education and research in our continent. To recognise the problem is the first step to cope with it. [1]

Current State of Professionalism Curriculum in Oral Health Education.

The aim of this study was to systematically review the relevant literature on teaching professionalism in dental curricula and report the relevant data from a survey of members of the Association for Dental Education in Europe (ADEE) on the topic. We conducted a systematic review of the literature and a cross-sectional study using an online questionnaire regarding teaching and assessment of professionalism in dental schools, members of the ADEE. The literature review identified 33 articles related to professionalism in dental curricula. The survey sent to the membership of the Association for Dental Education in Europe yielded responses from 27 European dental schools and four schools outside Europe. Various study designs were identified in the review, and the main themes discussed included teaching/pedagogy, ethics/humanities, core domains and assessment of professionalism. Twenty schools reported having specific courses dedicated to professionalism, while the format varied, including entire modules, separate learning outcomes or unit structures. Ethics, communication, law/legal framework/deontology, teamworking and management/leadership were among the common topics taught under the banner of professionalism. Many schools reported increases or no changes in hours, staffing, themes/topics covered and weight in the curriculum for professionalism over the last decade. The paper provides valuable insights into the current state of professionalism education in dental curricula and offers directions for enhancing its effectiveness and relevance in preparing future dental professionals. Collaborative efforts among dental educators and institutions can contribute to the continuous improvement of professionalism education and practice in dentistry.

Advocating for European education: An embedded case study of two Brussels-based non-governmental organisations

Advocating for European education: An embedded case study of two Brussels-based non-governmental organisations

Coloniality and contestations over academic freedom in Africa

Abstract Like other regions of the world, academic freedom is on the decline in Africa. While there are some generic factors accounting for this phenomenon worldwide, others are fundamentally unique to the African context. These are related principally to the subject matter of coloniality of higher education on the continent. This study addresses these matters by, among others, discussing the origins of the university in pre-modern Africa and the place of academic freedom in it. This development is followed by the emergence of university education in Europe through the application of the liberal script and which contributed to the sidelining and eventual general demise of higher education institutions with their roots in pre-modern Africa. The work contends that while one may trace the origins of the university/academic freedom to Africa, academic freedom as it stands today is shaped by the liberal script with hardly any reference to the root of higher education in Africa. Therefore, the meaning, understanding and application of academic freedom do not reflect the realities of higher education in Africa. This work proposes the adoption of a relative universalist approach, as opposed to the liberal approach, which is clothed with universality, but in reality, it is a reflection of a European idea of academic freedom. This approach is considered necessary to reflect the African reality of academic freedom which will help to identify effective advocacy tools to promote and protect academic freedom in Africa and thereby make academic freedom more meaningful for application in the region.

Environmental Sustainability in Oral Health Professional Education: Approaches, Challenges, and Drivers-ADEE Special-Interest Group Report.

This paper reports on the scholarship activity of the 'Sustainability in Dentistry' Special-interest Group (SiG), which met at the Association for Dental Education in Europe (ADEE) annual conference in Liverpool on 25 August 2023. The aim of this study was to (i) identify current teaching practices and approaches to embedding Environmental Sustainability (ES) in the curriculum in ADEE attendee schools and (ii) explore existing barriers/challenges to incorporating ES in dental education and consider potential solutions. A mixed-methods approach was used to fulfil the aims of this study. A pre-workshop questionnaire was used to explore current teaching practices, challenges and drivers of embedding ES in the curriculum. An interactive workshop at the in-person meeting in Liverpool was used to propose key strategies to overcome the most frequent challenges to embedding ES in the curriculum. The majority of respondents (56%) reported that their institutions do not currently teach ES. Traditional didactic forms of teaching were mostly reported to teach ES in non-clinical environments, and a transition to more environmentally sustainable materials and instruments was the most popular response for clinical teaching. Key barriers to embedding ES in the curriculum were identified, including time constraints and the overloaded curriculum, a lack of expertise/knowledge to teach and lack of practical guidance to support educators, limited learning resources for staff and students and resistance from colleagues regarding the relevance of ES in dentistry. The special-interest group participants proposed strategies to overcome these challenges that centred around 14 themes. This paper reports recent scholarship activity by ADEE's 'Sustainability in Dentistry' SiG. Key strategies for overcoming the most common challenges to embedding ES in the curriculum are also discussed.

Knowledge Management Education in Europe

Abstract: The European knowledge management (KM) education landscape is characterized by diversity and interdisciplinarity, a characteristic facet that is briefly scoped in this article, with references to educational programs across the continent. While there seems to have been a relative decline in dedicated programs titled “knowledge management,” the topic is increasingly taught in the context of a broad variety of degrees, from health care to innovation management, education, and information studies. In higher education, knowledge management is still struggling as a recognized discipline, and it is often taught in the context of technical and engineering education and in business schools as a part of management programs. As a result, the earlier criticisms that knowledge management training does not comprehensively mirror the cross-disciplinary nature of the field and the uneasy relation of knowledge management as a theoretical and practical discipline persist.

Global health education in Europe: an insight into the student’s perspective

Abstract Background As the world grows ever connected, more importance is placed on aptness in Global Health. For medical students, incorporating social, environmental, cultural, and global issues in the curriculum is pivotal to their success as future medical professionals. In spite of this, students are dissatisfied with ongoing pedagogy. In review of existing evidence, we discovered that there is no set standard for European medical schools to follow in Global Health teaching. This is evidenced by variation in the course requirement and in the topical content covered. Consequently, students have self-perceived and actual gaps in their Global Health knowledge. Another point highlighted in our research was that despite the importance students have placed on Global Health education, they have viewed it as less relevant in comparison to other aspects of Medicine. To improve this lack of engagement, students have made suggestions that could potentially have a positive impact on teaching methods if they were to be implemented. Objectives Our background review and evidence gaps inspired us to conduct an online survey in our university. Examining this, together with reviewing existing evidence on student opinions and experiences from all over Europe, will give us the opportunity to uncover student sentiment towards Global Health education. Results Our survey is underway; its results will be discussed in our presentation. Conclusions In analysing existing survey results and in executing a survey in our medical school, we have gained some insight and understanding into the perspectives, knowledge gaps, and suggestions of medical students as concerns their Global Health education in Europe. These should be considered in forming and refining the Global Health curriculum of European medical schools. Key messages • Explore the attitudes and opinions of European students towards Global Health education. • The medical student’s perspective should be considered to guide a better-suited education in Global Health across Europe; this is of the utmost importance in a now globalised world.

Educators’ and Parents’ Perspectives About Belonging in Early Years Education in Europe

AbstractThe overall goal of this project is to gain a broad picture of belonging and the politics of belonging in early education settings (In Norway, Sweden, Finland, and Iceland the children attend school from 6 or 7 years. In the Netherlands children attend compulsory school at 4 years of age. Using the terms early education settings and (pre)schools with parenthesis we refer to educational institutions (preschool, day-care, compulsory school) involving children between 4 and 6 years) in five European countries: Finland, Iceland, the Netherlands, Norway, and Sweden. By ‘belonging’ we refer to children´s sense of feeling safe and ‘at home’. By ‘politics of belonging’ we refer to societal structures and processes of safeguarding communities and their borders among children (and educators) in their early education settings. Educators (n = 648) and parents (n = 1,598) were surveyed about their perspectives about, and pedagogies for, belonging. Results indicated that, in general, parents and educators felt positively about belonging in their (pre)schools. Even so the study shows that experiences of belonging cannot be taken for granted, and a number of parents and educators worry about children being excluded and alienated. The study also revealed a relation between the educational level of educators and the complexity of pedagogic methods educators used to support children´s belonging in early education settings.

Supporting inclusion in teaching and learning STEM subjects within the DISCO+ project

Aim. The objectives of DISCO+ (Dropout and Inclusion at SChOol) project are two- fold: to implement an inclusive approach and prevent early school leaving in STEM sub- jects. The participating partner institutions apply cooperative engineering to develop units in mathematics and science subjects that can be implemented in different European educational contexts to meet the project objectives. Within the project (WP2) 16 transna- tional groups of pre- and in- service teachers take part in an eTwinning digital training sessions on the notion of school inclusion in Europe, the implementation of the principle of equality between girls and boys, the development of the critical thinking in learning scientific disciplines. Small group discussions refine each participant’s understanding of the issues involved, and the work carried out makes it possible to go beyond the local character of the definitions and to reach a common and shared understanding of the intercultural nuances present in each country. These exchanges will help build links be- tween participants and create a network of European colleagues. The groups’ experience books will serve as a basis for posters, which will be presented in June 2024. These pres- entations can be filmed and contribute to a 5-hour MOOC, which will be developed at a later phase in the project. Methods. By adopting a methodology which includes collectively designing teach- ing-learning sequences in transnational context, the project applies transnational engi- neering. Each partner involved in the creation of one or more teaching-learning sequenc- es must question the conditions of transferability of its point of view, its analyses and its testimonies in different educational contexts. In other words, the intercultural component of sequences designed jointly by partners from different countries should be ensured by addressing socially relevant issues and enriching their treatment with a variety of cul- tural viewpoints. The design of sequences on a transnational scale from this intercultural perspective will also make it possible to deal with the language issue in subjects such as mathematics and science. This methodology intends to develop a common culture on key issues such as sustainable development, inclusion and gender equality and to contribute to the creation of a European citizenship. Results. The activities will result in several deliverables, which include a round ta- ble, dedicated to the notion of school inclusion on a European scale, a four-month long eTwinning digital training in 16 transnational groups (teacher trainees, practioners) dis- cussing and exchanging ideas on inclusion in European education systems, teaching Sci- ence subjects, equality of girls and boys and developing critical thinking. Group experi- ence notebooks will be published as the result of exchanges between students, and will be dissemminated through the realisation of a poster session allowing the mutualisation of the work of the different working (16 transnational) groups. During the implementa- tion of „cooperative engineering” around inclusion and STEM teaching approaches by deconstructing representations of these objects to identify European variables and in- variants, an „online serious game”, and an accompanying guide is to be developed. The production of at least 4 teaching units (one per transnational team), two of which will be in mathematics and two in earth sciences (at least one unit is taught in the mother tongue and another in a CLIL approach) will be filmed and analysed by each “cooperative en- gineering” group on the eTwinning platform. Several activities will be used to produce resources, which in turn will be scripted into am5-hour MOOC training module to be made available on the platform already developed as part of the DICO+ project. Conclusions. In conclusion, the structure of the DISCO+ project will enable it to ad- dress the entire educational community in each country, including pupils, teachers, fu- ture teachers, trainers of trainers and inspectors.

Pre-service teachers’ agency to enact multilingual pedagogies: A longitudinal case study

Students with migrant backgrounds continue to underperform across European education systems, highlighting the need for teachers to be prepared for multicultural and multilingual schools. However, even teachers who are open to multilingual pedagogies report being restricted by monolingual language policies, language beliefs and assessment schemes. Hence, it is necessary to investigate the conditions for pre-service teachers to exercise their agency in enacting multilingual pedagogies within monolingual education systems. Through a longitudinal case study involving interviews with five pre-service teachers at the outset and completion of their teacher education in Norway, the study explores the following research question: To what degree has teacher education provided the necessary conditions for pre-service teachers to exercise their agency in enacting multilingual pedagogies within a monolingual education system? A thematic analysis comparing responses given at the onset and completion of their teacher education suggests that the pre-service teachers had altered their beliefs, acquired more knowledge and reported more skills in working with multilingual learners. Moreover, they had developed a greater ability to imagine alternative approaches to multilingualism and become more flexible in these approaches. The longitudinal and qualitative research design offers a detailed picture of pre-service teachers’ development over the course of their teacher education.

Autonomic nervous system education in Europe: EAN/EFAS/INUS survey on curricula and skills in autonomic medicine of European neurology residents and consultants.

Centers for training in autonomic nervous system (ANS) disorders are not widely available and the recent coronavirus 2019 pandemic temporarily reduced training opportunities in autonomic medicine across European countries. Here we evaluated the current state of education, clinical skills and postgraduate educational preferences on ANS disorders of European neurology residents and consultants. A 23-item questionnaire was developed and distributed online amongst European neurology residents and consultants via mailing lists of the European Academy of Neurology. The questions assessed demographics, current training opportunities and learning preferences in ANS disorders. Six multiple-choice questions were used to self-evaluate knowledge of ANS disorders. In all, 285 individuals answered the survey (60% female, mostly 25-34 years of age). All respondents considered clinical autonomic skills necessary for good clinical neurological practice, and 92% would like to increase their ANS knowledge. Female respondents and those who trained in Southern/Eastern/Greater Europe more frequently judged ANS skills important for clinical practice than male respondents (p = 0.012) and respondents from Northern/Western Europe (p = 0.011). Female and younger respondents felt less confident in managing ANS disorders (p = 0.001 and p < 0.001, respectively). Respondents below 45 years of age (p < 0.001) and those with lower confidence in managing ANS disorders (p = 0.004) were more likely to recommend that ANS education is embedded in the residency curriculum. Most European neurology residents and consultants reported a need for more autonomic education, with additional gender, age and regional differences. These findings underscore the importance of increasing the educational content on autonomic medicine in European medical and postgraduate curricula.

Cross-border higher education in Europe and the role of quality assurance agencies

This article discusses the multiple challenges cross-border higher education (CBHE) in Europe faces nowadays, namely regarding the assurance of its quality. The views of a set of European quality assurance agencies are analysed to understand their role in assuring the quality of this type of educational provision. Empirically, the article is based on the material collected through interviews conducted with the responsible for quality assurance agencies from 10 European countries: Estonia, Finland, Germany, Ireland, Italy, Lithuania, Netherlands, Portugal, Spain and the United Kingdom. The results reveal that almost all quality assurance agencies have at least partial experience with CBHE provision, mainly related to the evaluation of joint-degree programmes offered by European higher education institutions. The cooperation between countries and agencies emerges as one of the main challenges to the development of a common tool to enhance CBHE, which could facilitate the quality assurance process for all stakeholders.

The status of culturally relevant teacher education in the European context: A systematic review of research

AbstractIn this systematic literature review spanning 2000 to 2024, we examine the landscape of culturally relevant education (CRE) in Europe. Our goal is to present a clear picture of how in‐service and pre‐service teachers perceive, practice and experience CRE in the evolving European context. Following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) protocol, we analysed 48 empirical studies from European countries. In a multiphase process, we utilised qualitative methods to iteratively identify key features to categorise study purposes and outcomes for meaningful reporting. Included studies primarily consisted of self‐reported data on perspectives, practices and experiences of in‐service or pre‐service educators working with learners that are culturally and linguistically diverse compared to the dominant culture of the studies' locations. The aim was to reveal the state of CRE research in the context of Europe by identifying the reviewed studies' goals, key findings and suggestions to move forward. Our findings highlight well‐intentioned educators, yet there is a discernible need for improved teacher education programmes and in‐service professional learning that focus on supporting educators' culturally relevant practices. The review emphasises the necessity of better preparing European educators to effectively meet the needs of their culturally and linguistically diverse student populations. We offer a series of recommendations synthesised from the examined studies, pointing towards a need for reform at multiple levels, including pre‐service teacher education, professional development, school and community practices and policy changes. As we navigate the educational landscape of Europe, our synthesis aims for a clear understanding and practical insights, fostering an environment where educators can effectively nurture the potential of every learner. Context and implicationsRationale for this study: The study aims to assess the state of culturally relevant teacher education in Europe, highlighting the gap in research through a systematic review of the literature to help inform future educational efforts.Why the new findings matter: These findings matter because they offer a structured insight into current practices and challenges, suggesting significant opportunities for enhancing teacher preparation in culturally diverse settings across the continent of Europe.Implications for practitioners, policy makers and researchers: Policy makers may use these insights to better support and develop policies that enhance teacher training, aiming for inclusivity and diversity in classrooms. Researchers are provided with a detailed analysis of existing works and trends, highlighting challenges and unexplored areas, thus offering the potential to push the boundaries of educational research in culturally relevant pedagogy. Overall, these implications aim to foster an educational environment where diversity is not only recognised but actively embraced and integrated into teaching practices.

Knowing which Way to Turn: Orienting Congregational Jewish Education in Europe

ABSTRACT Much research on part-time Jewish educational programs has focused on curricular content and pedagogy. Yet classrooms involve diverse exchanges about curricular subjects as well as those that appear little related to Jewish studies; both are motivated by assumptions about which things count as Jewish matters of concern and appropriate orientations to those things. Drawing on ongoing ethnographic fieldwork, this article proposes bringing a semiotic ideological lens to quotidian interactions as means to get at the “tacit curriculum” and aims of part-time schools, to better grasp what draws families to these schools, and to recognize the nuanced learning happening therein.

Rethinking EU‐level goals: different strategies to improve national performance toward the European Education Area objectives

Rethinking EU‐level goals: different strategies to improve national performance toward the European Education Area objectives

Pragmatic sociology and the economics of convention: Introducing a ‘novel’ approach to English-speaking education research

This special issue brings together current work in education research that engages with a pragmatic, yet critical theoretical tradition sprung from the French context during the 1980s. Based on a particular understanding of existence, perception, reality and the dynamics of social life, this theoretical tradition has continuously been developed over the past four decades in a variety of fields, such as law, economic studies, political sciences, education research and sociology. Despite its rich history, this approach has until recently only garnered limited attention from English-speaking research communities. Consequently, our aim is to introduce the approach to the European Education Research Journal readership and demonstrate the tradition’s richness and range of use for education research. By showing the many ways in which this perspective can be utilised in education research, we hope to inspire more scholars who publish in English-speaking contexts to engage with us and explore what insights this ‘novel’ perspective can bring to our research field. In this editorial, we briefly explain the perspective’s base assumptions and key features, discuss the potential relevance of this approach for education research, and introduce the articles of the special issue. First, however, we want to address the issue of naming.

Are Younger Students More Likely to Drop Out? Spanish Evidence on the Moderator Role of Gender and Social Origin

ABSTRACTEarly school leaving (ESL) is considered one of the most serious problems in the functioning of European education systems. In particular, Spain has traditionally exhibited one of the largest ESL rates in Europe. This study aimed to shed light on the role of the month of birth as a factor conditioning the probability of ESL. Using high‐quality census data and a regression discontinuity design, we documented that Spanish males from lower social strata born before the school‐entry cut‐off are substantially more likely to be observed as early school leavers than their counterparts born after that date. We do not find such effect among females or males from other social strata. Overall, educational policy should target more seriously the inequalities associated with the month of birth as they do not vanish before affecting relevant decisions such as leaving education early, at least for males from lower social strata.

Measures to Support Ukrainian Refugees' Education

The aggression of Russia in Ukraine concerning the conflict has displaced more than 4 million Ukrainians, many of whom are women and children, who are now refugees in other countries. This remains one of the biggest challenges in providing continued access to education. Schools all across Europe have embraced the challenge of receiving many students from Ukraine into their institutions. Some key actions taken for their educational needs are as follows: Ukrainian assistants and translators, the arrival of Ukrainian language teachers, provision of Ukrainian books, online learning, a welcome point at the schools, trauma-sensitive education to tutors, social inclusion through extra curriculum activities, grants from local and state level, inter-municipal and with Ukraine authority for reports, transfer certificates, bridging programs and no document required for school enrollment. Counseling, as well as anti-bullying programs, must also be strengthened to provide safe settings for refugee youths to be successful academically and psychologically during this tremendous transformation. That said, the task has not been easy. Still, European education systems have shown empathy and operational flexibility in tackling this challenge to ensure that the academic needs of young displaced Ukrainians are not compromised.

Integrating human rights in social work education in Europe

ABSTRACT The engagement of social workers with human rights is deeply embedded in the history of the profession and discipline. Therefore, incorporating human rights into social work curricula is paramount. However, comparative research on the integration of human rights in Europe is largely missing. This article addresses the gap by analyzing curricula in eight European countries. It is based on a symposium organized by the Special Interest Group on Human Rights in Social Work within the European Association of Schools of Social Work in 2022. The article focuses on three questions: What explicit references to human rights can be found? How are human rights linked to political and structural aspects? In what form is the significance of human rights for social work practice considered? The analysis encompassed the curricula of Bosnia and Herzegovina, Poland, Austria, Ireland, the Netherlands, Germany, Belgium, and Finland. It shows that human rights are an integrated component within all degree programs in these countries, albeit in different forms and to different extents. However, the critical analysis also shows significant shortcomings, e.g. missing emphasis on human rights topics within the curriculum and insufficient consideration of the practical applicability of human rights.

Empowering Digital Storytelling: Fostering Environmental Awareness and Inspiring Sustainable Action Across Cultures and Generations

Nowadays, European education faces challenges like declining STEM interest, digital transformation needs, and climate change urgency. In response, the BIG GAME project integrates digital storytelling and game-based learning to foster STEM interest, enhance digital literacy, and address environmental issues through collaborative, scenario-based learning among secondary school students. This article introduces the project's innovative approach.