European Students 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]

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.

European students and staff in higher education in the UK: Statistics, challenges and opportunities

The United Kingdom (UK) Higher Education (HE) community is remarkably international, with a remarkable contribution from citizens of the European Union (EU). Recent statistics indicate that 3.3 % of students (95,505) and 15.6 % of academic staff (37,585) in the UK HE are EU nationals. This article critically analyses current statistics on EU national students and staff in the UK HE system, revealing a diminished appeal for EU nationals. However, internationalisation in the UK HE continues to increase, driven by non-EU internationals. EU nationals face new challenges, such as VISA requirements for work and increased tuition fees for study, acting as barriers to accessing the UK HE system. In contrast, internationalisation opportunities like the Turing Scheme have emerged. Additionally, the data analysis seems to reveal the existence of challenges for EU staff in reaching senior positions compared to UK nationals are highlighted, despite opportunities for improved research impact through international collaborations and access to EU grants contributing to the research income.

Effects of cultural dynamics on everyday acoustic environmentsa).

Differences in acoustic environments have previously been linked to socioeconomic status (SES). However, it is crucial to acknowledge that cultural values can also play a significant role in shaping acoustic environments. The goal of this study was to investigate if social behaviors related to cultural heritage and SES could help us understand how Latinx and European college students in the U.S. have different acoustic environments. College students were given digital recorders to record their daily acoustic environments for two days. These recordings were used to (1) evaluate nearfield noise levels in their natural surroundings and (2) quantify the percentage of time participants spent on behavioral collectivistic activities such as socializing and interacting with others. Behavioral collectivism was examined as a mediator between cultural heritage, SES, and nearfield noise levels. Findings revealed that both SES and cultural heritage were associated with nearfield noise levels. However, behavioral collectivism mediated the relationship between culture and nearfield noise levels. These findings show that collectivist cultural norms significantly relate to Latinx' daily noise levels. The implications of these findings for public health and health inequities included promoting equitable auditory well-being and better knowledge of socio-cultural settings.

Combined alcohol and energy drinks: consumption patterns and risk behaviours among European students

Combined alcohol and energy drinks: consumption patterns and risk behaviours among European students

Game on for Climate Action: Big Game Delivers Engaging STEM Learning

A decline in European students’ interest in STEM subjects, exacerbated by the COVID-19 pandemic’s disruption of education, has raised concerns about the continent’s future workforce. To address this challenge, this study investigates the efficacy of the BIG GAME project methodology, a cooperative story-driven digital game approach designed to engage secondary students in collaborative environmental problem-solving. Implemented across Romania, Italy, Estonia, and Finland, this six-month study employed a mixed-methods design involving 62 teachers and 239 students in ten distinct game missions focused on environmental challenges. The quantitative results indicated significant improvements in students’ transversal skills (teamwork, communication, and critical thinking), as reported by over 75% of teachers. The qualitative data emphasised the value of structured peer review in developing students’ reflective practices. This research underscores the importance of teacher facilitation in game-based learning and problem-based simulations and highlights the potential of such methodologies to boost student engagement and environmental awareness. These findings suggest that the BIG GAME project approach could be a valuable tool for revitalising STEM education and cultivating future-ready citizens.

The Pineapple as a Means to Develop Scientific Competence in the Spanish High School Diploma of Research

AbstractEvery three years, the Organisation for European Cooperation and Development evaluates the scientific competence of European students. Recent results have demonstrated that scientific competence in Spain is somewhat underdeveloped, which underscores the need to apply educational methodologies that favour the development of said competence. This paper analysed the extent to which the implementation of the Spanish high school diploma of research favoured the development of the Scientific Competence of students. The students had to develop a research project, co-tutored by a secondary education teacher and a University teacher/researcher. Both professionals offered the guidance necessary to develop a project that concerned the resolution of a problem of interest. Audio and video data were collected during the 18 months of the high school programme. These data were transcribed and analysed using a rubric designed ad hoc. This assessment instrument is a relevant point of this work as long as it can be used as evaluating tool in the Scientific Competence assessment of future studies. The results revealed that the students had to make use of their knowledge of the research topic, strengthen this knowledge, substantiate the research using the scientific literature, design and develop the experimental methodology, collect, analyse and present data, and, finally, disclose these data. The results indicated high levels of development in the three sub-competences that were explored, which concluded in a high development of scientific competence.

Exploring Sleep Patterns in 3,475 College Students: A Comparative Study of Geographical Location, Gender, and Age

Abstract Objective Sleep is a fundamental physiological process essential for maintaining overall health and optimal functioning across various cognitive, emotional, and physical domains. To cross-sectionally investigate the sleep pattern among college students according to geographical location, gender, and age. Materials and Methods A total of 3,475 valid responses, 3,366 from 4 continents (Africa – n = 1,095; America – n = 182; Asia – n = 1,562; Europe – n = 527); 2,075 from female students and 1,369 from male students (n = 3,444), were analyzed. Sleep quality, insomnia, and daytime sleepiness were assessed using validated questionnaires (Pittsburgh Sleep Quality Index [PSQI], Insomnia Severity Index [ISI], and Epworth Sleepiness Scale [ESS], respectively). Results Students from all continents had poor sleep quality, and there were inter-countries differences in sleep quality. The frequency of poor sleep quality and subclinical-to-clinical insomnia were higher among Asian (AsiS) and African students (AfS) compared with American (AmS) and European students (EuS) (p < 0.05). Asian students had a greater frequency of excessive daytime sleepiness (EDS) compared with those from other continents (p < 0.05). Females showed higher mean ISI scores (p < 0.001) as well as a greater frequency of poor sleep quality (p < 0.05), subclinical-to-clinical insomnia (p < 0.05), and EDS (p < 0.05) compared with males. Insufficient sleep duration was more frequent in older-aged groups (i.e., 26–30, 31–35, and > 36 years) compared with the ≤ 20 years age group (p < 0.05). Excessive daytime sleepiness was more frequent in younger age groups (i.e., ≤ 20 and 21–25 years) versus the > 36 years (p < 0.05) group. There were no significant differences in the frequency of various degrees of insomnia across age groups. Conclusion Our results suggest the need for tailored interventions for addressing sleep disturbances among college students of all age groups, with a specific focus on AsiS and AfS, as well as female students.

The Relationship Between Academic Stress, Sleep Quality, and Psychological Wellbeing in Pasifika and New Zealand European Students at the University of Otago

Abstract Background Pasifika students in New Zealand are overrepresented in poor academic outcomes, and their academic challenges may potentially influence their wellbeing. We aim to: 1) compare the academic stress, sleep quality, and psychological wellbeing of Pasifika and New Zealand European (NZE) anatomy students at the University of Otago, and 2) determine if academic stress mediates the association between their psychological wellbeing and sleep quality. Methods We launched a brief online survey to Pasifika and NZE students in our department. The survey included basic demographics, Perception of Academic Stress Scale, Pittsburgh Sleep Quality Index, Hospital Anxiety and Depression Scale, a short loneliness scale, a reduced morningness-eveningness scale, and the Epworth Sleepiness Scale. Results Perceived academic stress were comparable between NZE and Pasifika students, but Pasifika students reported poorer sleep quality than NZE students (t(113) = 14.41, P < .001). In addition, Pasifika students reported more loneliness (t(119) = 8.933, P < .001), less anxiety symptoms (t(120) = 2.469, P = .015), and less of a morning person (t(121) = 2.618, P = .010) than NZE students, but they had comparable depressive symptoms and daytime sleepiness. After controlling for age, ethnicity and gender, we found that academic stress fully mediated the relationship between anxiety or depressive symptoms and poor sleep quality. Furthermore, academic stress partially mediated the relationship between loneliness and poor sleep quality in our cohort. Conclusion Our findings highlight the importance for academic institutions to support students’ wellbeing, including ethnic minority students such as Pasifika students in New Zealand.

Multilingual ELF and European identity – contributions from study abroad through the Erasmus programme

ABSTRACT This article analyses the relationship between study abroad through the Erasmus Programme, European identity, and the role of English as a Lingua Franca in identification processes with Europe. It focuses on three groups of European higher-education students (N = 155) from different nationalities (N = 26) that participated in a sojourn abroad in three European contexts which are thought to represent Northern (Oulu, Finland); Eastern (Bucharest, Romania); and Southern (Lleida, Catalonia) Europe. The study follows a PRE–POST design, corresponding to the beginning and end of the participants’ experience abroad and it analyses quantitative data collected through questionnaires. The results of the study indicate that contrary to what is claimed by the European Commission, studying abroad through the Erasmus programme does not have a substantial impact on the development of an alleged European identity. These results contrast with those on the value that the participants allocated to the English language, which is perceived as a means that unifies European youth.

Digital Cytology in Veterinary Education: A Comprehensive Survey of Its Application and Perception among Undergraduate and Postgraduate Students.

The COVID-19 pandemic accelerated technological changes in veterinary education, particularly in clinical pathology and anatomic pathology courses transitioning from traditional methods to digital pathology (DP). This study evaluates the personal effectiveness and satisfaction, as well as the advantages and disadvantages, of DP, in particular digital cytology (DC), as a teaching method among European veterinary students, both at the undergraduate and postgraduate level, who attended digital pathology courses during and before the pandemic. A further aim is to discuss the differences between the two student groups. A Google Form survey consisting of 11 multiple-choice questions was emailed to pathology teachers and distributed to their students. Results indicated that undergraduate students showed greater digital pathology training, favouring DC as the most effective learning modality. In contrast, postgraduate students reported less digital slide training, and their preference for learning cytology was split between DC alone and DC integrated with traditional microscopy. All students experienced whole slide imaging for learning cytology slides prevalently, and they stated that DC enhanced their learning experience. While DC demonstrates personal effectiveness and satisfaction as a teaching method, it is important to not replace pathology training with light microscopy completely, as almost a third of the students indicated.

Searching for A Better Educational System: Language Planning in Competency-Based School Curriculum

Purpose: The new European school curriculum focuses on innovation, competency-based learning and the integration of technology as ways to increase the quality of education and better prepare students for the challenges of the 21st century. This study investigates the effects of implementation of this curriculum, highlighting its benefits and potential challenges, especially in relation to the standard language. Theoretical Framework: The new European pre-university curriculum is explored in interdisciplinary approach, integrating the latest theories in teaching methodology with language planning and technology. Synthesizing the existing literature serves as a prerequisite for the analysis performed on the empirical research. Methodology: The impact of the implementation of the competence-based curriculum in Albanian school education are analyzed theoretically and empirically, emphasizing the advantages and shortcomings compared to the previous curriculum. Findings: The increase in the quality of school education is evident with the implementation of the new European curriculum, which prioritizes student-centered learning by incorporating technology into different learning scenarios. As shown by international evaluations such as Pisa, slow steps have been made in the national curriculum, which calls for further reforms by the educational authorities. Research Practical and Social Implication: The new national curriculum improves student outcomes and aligns with wider educational goals within the EU, influencing national identity and global social cohesion, which are important research areas. Originality/Value: This study values the competency-based curriculum as a necessity for preparing European students for a globally competitive world, pointing out some areas for improvements.

‘It’s like two Europes here, the West and the East’. Belonging and fitting in at an elite graduate school

ABSTRACT While there has been a proliferation of research on the experiences of nonelite students in elite settings, scholarly attention has predominantly focused on institutions like the Ivy League or Oxbridge, leaving other geographical locales, notably in Europe, understudied. Past research has primarily concentrated on the initial entry to higher education, with limited attention given to postgraduate levels, which this study aims to remedy. Through interviews with a cohort of final-year Ph.D. students at a highly prestigious European graduate school, this paper specifically delves into the social integration of Eastern European students navigating their fit among a predominantly Western European, elite-university-educated student body. Employing the concept of ‘segregated inclusion,’ the study illustrates how cultural and socio-economic differences contribute to stratified social relationships, ultimately impacting the extent to which Eastern European students can leverage their membership in an elite university.

An Evaluation of the Spatial Repercussions of Student Mobility Policy in European Higher Education Area Using Network Analysis

The mobility of international students is a crucial tool for the European Union's goal of creating a unified European Higher Education Area. Despite the initial assumption that all European universities and students can benefit equally from cross-university study experiences, certain European regions have become disproportionately favored over time. This has resulted in specific geographical patterns, challenging the principles of equality and openness in the EU's higher education policy. To better understand these spatial effects and enhance the EU's mobility policy effectiveness, this research analyzes the network properties of Erasmus+, comparing it with traditional degree-seeking activities. Utilizing a modularity measure with data from the EU and UNESCO, the study reveals significant sub-regional variations in the Erasmus+ geographical network, posing challenges for policy implementation and limiting mobility alternatives.

International students’ education for global peace: Insights from master students of international media studies at the Deutsche Welle Academy, Germany

This study examines international students’ education for global peace. Students who leave their home countries for educational tourism abroad encounter several challenges: a language barrier, cultural, ethical, and different educational systems, amongst others. Studies have shown that many international students face many challenges because of the need to interact in their new environment; these include communication problems (language), culture shock, the adaptation of value changes, and adjustment to new or completely different ethical principles, amongst others. Hence, this study investigates how 27 international students from 5 continents and 23 countries at the Master's Programme “International Media Studies” (IMS) at the Deutsche Welle Academy in Bonn, Germany, who graduated in 2016, communicated, collaborated, and peacefully coexisted during their two years of studies. Based on the mixed research method and the instrument of the questionnaire, the study is anchored on the symbolic interactionism theory. Findings show that American and African students were the fastest to adjust to an international setting. Findings also reveal that American students are the most optimistic about the IMS programme helping to promote global peace, while African and European students are less optimistic. The study recommends that African and Asian international students should learn more about the culture of the host country when they travel abroad for studies, especially on issues of politeness, patience, and tolerance, and international students, in general, should understand the ethical issues surrounding giving tips when they travel abroad for studies.

Effects of motion-sensing technology on language learning: evidence from a meta-analysis

ABSTRACT Motion-sensing technology (MST) is an emerging educational technology with great potential. However, the effects of MST on language learning are still controversial. This is the first meta-analysis to examine the effectiveness of MST-assisted language learning. This research integrates 31 effect sizes from 21 independent studies (2013-2022). The results suggest that MST has an upper-medium effect on language learning (SMD = 0.740, p < 0.000). Moreover, moderator analyses reveal that MST-assisted language learning has better effects (1) on affective and cognitive outcomes; (2) for 31–50 students; (3) on secondary school students; (4) for 1–3 months duration; (5) on sign language, Malay, and English; (6) with drama-based, activity-based, and game-based learning; (7) using mixed learning and group learning; (8) at middle or high embodiment level; (9) in the classroom; (10) using quasi-experimental design; (11) on Asian and European students; and (12) with increasing publication years. Lastly, discussion, implications, limitations, and future directions are provided.

European Medical Students' Views on Neurosurgery, with Emphasis on South-East Europe (Albania, Greece, Serbia, and Turkey)

Neurosurgery, an intricate and dynamic surgical specialty, faces challenges in attracting medical graduates. Despite its potential appeal, a decreasing trend in medical students opting for surgical specialties, including neurosurgery, is noted. This study aims to assess European medical students' perceptions of neurosurgery, focusing on South-East Europe, and address concerns about the declining interest in this field. A comprehensive digital survey, comprising 33 questions, was distributed to 1115 medical students across 17 European countries. The survey, conducted over 9 months, gathered responses through European neurosurgical societies, the European Association of Neurosurgical Societies (EANS), and university channels. Statistical analysis utilized IBM Statistical Package for the Social Sciences, presenting data through counts, proportions, and χ2 tests. The study reveals that, over the survey period, 834 medical students completed the questionnaire, with a predominant representation from South-East Europe. While 43.2% of participants were considering a surgical career, neurosurgery emerged as the most preferred specialty (26.37%). Despite this interest, 80.2% reported insufficient knowledge about pursuing a neurosurgical career, with limited exposure during medical education. Concerns about work-life balance, heavy workload, and hierarchical structures were prominent among respondents. The findings underscore the need for targeted interventions to address concerns influencing medical students' decisions regarding neurosurgery. Improving neurosurgical education, dispelling misconceptions, and creating a supportive work environment are crucial steps to attract and retain diverse talented individuals in neurosurgery. These efforts will be vital in narrowing the gap between the demand for neurosurgeons and the number of medical graduates entering the field, ensuring a sustainable future for this essential surgical specialty.

What’s in a word? – unpacking European students’ conceptualisations and experiences of feedback

ABSTRACT European students bring with them a variety of feedback experiences and literacies. Yet this variety tends to be underexplored. This study unpacks European students’ past experiences of feedback and the expectations they bring with them to the new learning context at a STEMM UK institution. Through examining the meaning behind the word feedback and the concept of feedback in students’ first languages, the study gives insight into the status of feedback in their previous contexts, how it translated onto practice and how it shaped students’ feedback expectations and practices in the new context.

Knowledge attainment, learning approaches, and self-perceived study burnout among European veterinary students.

This study investigates the relationship between approaches to learning, self-perceived study burnout, and the level of knowledge among veterinary students. Veterinary educational programs are under regular development and would benefit greatly from detailed feedback on students' knowledge, proficiency, influencing factors, and coping mechanisms. The VetRepos consortium developed and calibrated an item repository testing knowledge across the entire veterinary curriculum. Two hundred forty-eight students from seven European veterinary institutions took the VetRepos test, comprising a subset of the repository. They also responded to a questionnaire assessing deep and unreflective learning approaches and self-perceived study burnout, represented by exhaustion and cynicism. Structural equation modeling analyzed the relationship between these latent traits and the VetRepos test score. The model failed the exact-fit test but was retained based on global fit indices, inter-item residual correlations, and standardized residual covariances. Root Mean Square Error of Approximation with robust standard errors and scaled test statistic was 0.049 (95% confidence interval 0.033-0.071), scaled and robust Comparative Fit Index 0.95 (0.90-0.98), and scaled Standardized Root Mean Square Residual 0.056 (0.049-0.071). Measurement invariance across study years was not violated (ΔCFI = 0.00, χ2 = 3.78, Δdf = 4, p = 0.44), but it could not be confirmed between genders or universities. The VetRepos test score regressed on the study year [standardized regression coefficient = 0.68 (0.62-0.73)], showed a negative regression on the unreflective learning approach [-0.25 (-0.47 to -0.03)], and a positive regression on the deep approach [0.16 (0.03-0.28)]. No direct association with perceived burnout was observed; however, a significant, medium-sized association was found between the unreflective approach and self-perceived study burnout. No significant differences in learning approaches or perceived burnout were found between study years. The most important source of variance in VetRepos test scores, unrelated to the study year, was the learning approach. The association between the VetRepos test score and self-perceived burnout was indirect. Future research should complement this cross-sectional approach with longitudinal and person-oriented studies, further investigating the relationship between study burnout and learning approaches.

Methods of foreign students from Europe and Latin America recruiting on the example of Peoples' Friendship University of Russia

This article considers the ways of international students recruiting in Russian universities using as an example the Peoples' Friendship University of Russia named after Patrice Lumumba. As a leading university in the fields of working with international students RUDN University uses a variety of ways to attract students from Europe and Latin America. The aim of the work is to identify commonalities and differences in working with international students from Europe and Latin America, taking into account the peculiarities, level of economic and social development of the regions, their native languages and planned field of studies among applicants. The methodology used in the article is a comparative analysis of the methods of recruiting European and Latin American citizens to study at the RUDN University. In addition, the comparison uses the real practice of the Peoples' Friendship University of Russia named after Patrice Lumumba in recruiting international citizens from Europe and Latin America. The results of consideration show the effectiveness of the RUDN University methods used in the recruiting of European and Latin American students, as well as usefulness in their further implementation. The novelty lies in the comparison of the methods of international applicants recruiting from two regions – Europe and Latin America – for studies to RUDN University. The author concludes that it is advisable to operate Russian language centers, profile classes, resource centers, hold Open Olympiads to recruit talented young people to study at the RUDN University. It is also possible to continue working with recruiting companies and participation in international fairs. The possibility of introducing existing practices not only into the Russian, but also into the global educational space is being considered.