The European Union must become the most competitive and dynamic knowledge-based economy in the world, and its research and development spending must increase to 3% of GDP by 2010. These are the ambitions revealed by the conclusions of the Lisbon Summit of March 2000 and the European Commission’s declaration made in 2002. However, since 1992, under the Maastricht Treaty and then the Amsterdam Treaty of 1997, European countries, particularly those of the Economic and Monetary Union, have been required to achieve a balanced budget or even a surplus in the medium term. They are, however, permitted to have a budget deficit, but it must not exceed 3% of GDP. To comply with these rules of budgetary discipline, these countries must implement budgetary consolidation, necessarily involving a reduction in public spending. This study attempts to show to what extent the budgetary discipline imposed by the Stability and Growth Pact on the Member States of the Economic and Monetary Union prevents them from achieving the objectives set by the Lisbon Strategy. Simultaneously achieving the Lisbon and the Pact objectives could involve reducing investment in line with the budget balance.

The article presents a comprehensive analysis of the formation and professional realization of the scientific potential of doctoral schools in the Republic of Poland within the context of current European tendenciess in higher education and science. The authors emphasize the historical stages of the transformation of doctoral education, which were marked by the massification of higher education and the expansion in the number of doctoral candidates, while at the same time employment opportunities in the academic sector remained limited. The study traces the contradiction between the increasing number of doctoral students and the low rate of dissertation completion, which necessitated the reform of the doctoral training system. The pivotal role of the Bologna Process, the Lisbon Strategy, and the European Qualifications Framework in shaping new approaches to the organization of PhD programs is highlighted. The research analyses the functioning of doctoral schools, which have become the central element of the doctoral training system in Poland. Their establishment facilitated the transition from fragmented faculty-based practices to a coherent institutional policy, ensured the financial stability of doctoral candidates, and created conditions for a more transparent and competitive selection and training process. Considerable attention is paid to the role of the academic supervisor, who remains the principal mentor in the research activity of the doctoral student, as well as to the analysis of the status of doctoral candidates, their rights, social guarantees, and obligations as defined by the Law of the Republic of Poland “On Higher Education and Science.” The authors also emphasize the importance of the scholarship and grant system, which provides opportunities for academic mobility and integration into the European research area. In conclusion, the study generalizes that the modern Polish model combines classical academic traditions with innovative management mechanisms and international openness, thus fostering the development of highly qualified scientific potential. A promising direction for further research is identified in the analysis of the functioning of doctoral schools in Poland’s military universities.

This study explores postgraduate studies as a key component of lifelong learning (LLL) within the context of Polish universities. It examines their historical development, legal frameworks, and alignment with international and European Union policies. Postgraduate studies are presented as an adaptive educational model responding to rapid technological progress, demographic changes, and evolving labor market demands. The paper highlights their role in enhancing professional qualifications, bridging gaps in formal education, and fostering social resilience. The historical analysis traces the evolution of adult education in Poland from the early 20th century to modern times, emphasizing milestones such as the introduction of formal postgraduate studies under the Higher Education Act of 1982. Legal provisions currently governing these programs are outlined, including their integration into Poland’s Qualifications Framework (PRK), which aligns with the European Qualifications Framework (EQF). Internationally, postgraduate studies are framed within broader LLL strategies endorsed by UNESCO, OECD, and EU initiatives like the Lisbon Strategy and Europe 2020. These policies underscore the importance of lifelong learning for global competitiveness and sustainable development. The study concludes that postgraduate studies could play a critical role in updating knowledge, promoting social integration, and supporting professional mobility, while identifying barriers to their full utilization within Poland’s education system.

The article demonstrates that since the early 2000s, the EU’s cluster policy has transformed into one of the key instruments for achieving the strategic goals of the European Union. It has been established that the creation of clusters was embedded in the Lisbon Strategy and, since 2006, received formal regulatory recognition in the official documents of the European Commission. It has been identified that, thanks to the establishment of a High-Level Advisory Group, the foundations of a general cluster development policy within the EU were formed (which became the basis for the introduction of corresponding national policies), as well as specialized platforms and support mechanisms were launched. The study establishes that in EU documents clusters are considered a tool for enhancing the socio-economic stability of regions (in particular through the implementation of smart specialization strategies), increasing industrial competitiveness, stimulating innovation in small and medium-sized enterprises, and forming transnational value chains. It is concluded that the EU's cluster policy has a complex, cross-sectoral character, combining not only the instruments of innovation, industrial, and regional policies, but also those of other policy areas. Based on the analysis of the EU experience, the following proposals are made: to establish a national-level expert group on cluster policy for developing the conceptual foundations of building a cluster ecosystem in Ukraine; to take measures to ensure coordinated actions among central executive authorities regarding the creation, functioning, and support of clusters within the framework of relevant policies; to designate the development of innovation clusters as a priority of state cluster policy (their development directions should correspond to the priority areas of innovation activity defined by Ukrainian legislation); to launch a budget program for providing state aid to such clusters; and to introduce tools to encourage the internationalisation of Ukrainian innovation clusters, in particular by creating cross-border partnerships with European clusters, research institutions, and businesses aimed at solving common problems under current challenges and threats.

The main goal of the article was to evaluate the way of formulating the goals related to poverty and social exclusion, included in the main strategic documents of the EU, introduced in the 2000-2010 period. This analysis was focused on two strategies: Lisbon Strategy (2010) and Europe 2020 Strategy (2010). The evaluation, based on the praxeological criteria, turned out to be negative in case of both strategies. The analysis has also allowed to identify a group of problematic issues, responsible for lowering the evaluation’s score of both strategies. On the basis of the analysis outcomes, recommendations concerning the way of formulating EU’s goals relating to poverty and social exclusion have been proposed.

Abstract The adoption of the Lisbon Strategy in 2000 marked the beginning of a European (adult) education policy defined by common goals, implementation tools and financial resources. Adult education (AE) policy is exercised in the form of “soft law” and supported by various governance mechanisms and policy instruments, such as funding schemes. The study reported on in this article examined the impact of the Erasmus+ programme on the AE system, its organisations, and the professional development of educators and learners participating in mobility exchanges in Slovenia. The study drew on research into European governance in AE. It also used mixed methods to explore the impact of Erasmus+ on AE in Slovenia at micro, meso and macro levels. Quantitative data were collected through a survey completed by 51 AE organisations. Qualitative data were gathered through document analysis of AE policies, five focus group discussions with 23 participants from selected AE organisations, three focus group discussions with 12 adult learners, and four individual interviews with decision makers and project coordinators. The findings point to the important role of Erasmus+ in the professional development of organisations, educators and learners engaged in non-vocational AE, and in supporting social goals and counterbalancing the dominant vocational orientation of European AE policy.

The article provides a detailed analysis of the legal framework supporting the digitalization of public administration in the European Union, particularly the stages of e-governance development and the impact of information and communication technologies (ICT) on the transformation of relations between the state and its citizens. Special attention is given to the historical stages of the formation and further development of the regulatory and legal framework governing digitalization, including the 1994 Bangemann Report, the «e-Europe» initiative, the Lisbon Strategy, and key strategic initiatives such as the «e-Europe 2002 Action Plan» and «e-Europe 2005». Digitalization is seen as a key factor in enhancing the efficiency, transparency, and openness of the public administration system, as well as necessitating the revision of the EU’s strategic development directions through the adaptation of the legal framework and integration of sustainable development principles. The study examines the 2005 update of the Lisbon Strategy, which identified three key areas: attracting investment, knowledge-based growth, and the creation of jobs. Important milestones include the adoption of the «i2010» strategy and the signing of the 2017 Tallinn Declaration, which established the core principles of e-governance development in the EU. Special attention is given to initiatives related to digital rights and principles emphasizing inclusiveness, social integration, and the protection of citizens’ fundamental rights during digital transformation. The author discusses modern foundational documents such as the «Digital Compass» and the «Path to the Digital Decade», which outline the strategic goals for the EU’s digital transformation by 2030. Emphasis is placed on ensuring EU digital sovereignty, developing digital competencies among citizens and businesses, and integrating digital technologies into the EU’s socio-economic development. Particular focus is given to strengthening digital sovereignty and ensuring equal access to digital services, which are essential components of creating a unified digital market and promoting social integration in the context of digital transformation.

Almost a quarter of a century has passed since the European Union started to implement the Lisbon strategy (2000) and developed a common education policy for all the member states. The newest strategic document which defines the direction of education policy development is the European Education Area strategic framework (ET2030), which is to be implemented by the year 2030. In order to monitor the attainment of education policy goals, common goals are set for the member states. However, the EU member states have achieved different levels of socio-economic development and operate in different historical and cultural contexts. It is common practice to divide EU countries into old and new member states because the social and economic differences between the groups are most evident. Besides that, there are also differences within each group. Therefore, we may assume that the scope and the mode of achieving educational goals also differ. The study aims to reveal education policy differences of post-socialist EU member states. For this purpose, the most convenient strategy towards the ET2030 strategic framework has been identified for each post-socialist EU country, considering their different social, economic, and cultural situation.

Theoretical and empirical findings confirm the thesis that the accumulation of physical capital partly explains the movement of countries' economic growth rates. Researchers in the field of development economics, as well as creators of economic policies, are shifting their focus from physical (PC) to human capital (HC) as a determinant of countries' economic development. The subject matter of this paper is the analysis of the impact of HC on achieving higher per capita income growth rates. According to the "Lisbon Strategy" and the "Europe 2020 Strategy" , HC is placed on a pedestal of importance, all with the aim of making the EU-27 the most competitive market in the world. The empirical part was conducted using a panel regression model. The research results indicate a significant impact of HC on the per capita income of the CEE-10 countries. This research study contributes by reducing a gap in the scientific literature by examining the impact of HC on the per capita income of the European countries. The concluding implications point to the importance of HC development as an effective instrument for ensuring countries' greater economic growth.

We are living in a time of exciting, dynamic and fundamental technological changes. The expansion and development of new digital technologies leads to changes in all aspects of business, from strategic to operational. Digital transformation is the integration of digital technologies into the economy, public administration and society as a whole. Digital transformation is one of the main priorities of the European Union, which is already visible from the Lisbon Strategy and the adoption of the Digital Agendas. In this paper, our goal is to determine whether the progress of the European Union countries in the area of digital transformation, shown through the DESI index (digital economy and society index), has a positive impact on the economic growth of member states, measured by gross domestic product per capital.

Political interest in Research Infrastructures on a European scale has been a new phenomenon, marked in the early 2000s with the launch of the Lisbon Strategy and the European Research Area. European Research Infrastructure policy then developed through, first, the strategic incorporation of incumbents through new modes of coordination; second, the European Commission’s emphasis of joint responsibility at the supranational level, claiming its own accountability and mobilizing the subsidiarity principle to its advantage; third, the incentivization of conformity to the European Commission’s policy agenda through generous financial schemes and fourth, the implementation of tailor-made legislation. While this topic speaks to current debates in EU studies, it also amends analyses of Big Science as an empirical puzzle within European politics and integration and launches a scholarly effort to come to terms with the new phenomenon of Research Infrastructures.

The article addresses Lithuania‘s compliance with labour, employment, and social policy laws of the European Union (EU) after its accession to the EU. It highlights the significance of social and employment policies within the EU framework, as noted in the Lisbon Strategy and the European Pillar of Social Rights, and emphasises the continuous need to update national legislation to conform with expanding EU regulations.The authors examine legislative advancements in the European Union throughout the previous ten years, examining social policy patterns and obstacles, including the COVID-19 pandemic, migration, and the economic downturn of 2007–2008. With an emphasis on the difficulties of the last ten years, they want to evaluate the development of social policy and labour law in the EU and in Lithuania.According to the article, during the past decade, the EU has changed its approach to social policy and labour relations, from harmonisation to coordination. Recent European Commission proposals focus on economic matters, with a growing emphasis on the use of soft-law measures for social regulation. The EU‘s equal opportunities policy is changing, especially with regard to gender equality and work-life balance. The European Commission is pushing for legislation to improve work-life balance options, such as parental and paternity leaves. The goal of the EU Minimum Wage Directive 2022/2041 is to end wage dumping and reduce poverty among workers, especially those earning the minimum wage. It creates procedural principles for minimum wage setting in Member States but does not impose a uniform minimum pay level throughout the EU. Lithuania will have difficulty implementing this directive into national legislation, nevertheless, as its current collective bargaining and minimum wage models might not adhere to the directive‘s standards.

The article deals with integration of European educational experience as for academic integrity culture in the preparation of PhDs in Ukraine. Academic integrity, a cornerstone of higher education in the European Union (EU), underscores honesty, integrity, and excellence in research and teaching. Aligned with the Lisbon Strategy, the EU prioritizes quality education, positioning philosophy doctors as pivotal contributors to knowledge production. Upheld through legislative frameworks like the Salzburg Principles, academic integrity in the EU encompasses ethical standards, original research, and stringent measures against misconduct. The development of academic integrity in Ukrainian doctoral students involves educational initiatives, ethical committees, a regulatory framework, and international cooperation, contributing to ongoing efforts for high ethical and academic standards. The impact of European educational policy ideas in Ukraine, focusing on research, innovation, and internationalization, has the potential to enhance education quality and professional training. The integration of these ideas can elevate standards, prepare qualified professionals, and facilitate international collaboration in Ukraine.

There is a growing focus on quality and standards around the world, driven by the rapid development of higher education and the rising cost of education for the state and people. Europe intends to realize its goal of becoming the most dynamic and intelligent economy in the world (Lisbon Strategy). New initiatives and requirements emerging both in Europe and beyond, in view of the internationalization of higher education, require an appropriate response. The formation of a quality assurance system based on common standards and guidelines indicates the emergence of a true European dimension in quality assurance, which should increase the attractiveness of the European Higher Education Area. By joining the Bologna Process, Ukraine has committed itself to work on bringing the quality of national education in line with European standards. As European societies increasingly strive to become knowledge societies, higher education is an integral component of socio-economic and cultural development. At the same time, the growing demand for skills and competencies requires higher education to take new steps. Widening access to higher education is an opportunity for higher education institutions to absorb an increasingly diverse range of individual experiences. To respond to this diversity and rising expectations, higher education needs to be fundamentally transformed; it needs a more student-centered approach to learning and teaching that provides flexible learning pathways and recognizes competencies acquired outside of the formal curriculum. Higher education institutions are also becoming more diverse in their goals, delivery modes, and models of cooperation, with increasing internationalization, digital learning methods, and new forms of teaching. The quality assurance process significantly helps higher education systems and higher education institutions to respond to these changes, while ensuring that the qualifications students acquire and the higher education experience they receive remain the top priorities of educational institutions.

The Lisbon Strategy and other documents of the European Union advocating for a knowledge-based society have provided the ground for restructuring schools and changing pedagogical approaches to teaching and learning, focusing on creativity and entrepreneurship. One of the approaches increasingly popular in Slovenia has been Edward de Bono’s methodology. The article analyses the benefits, controversies, and potentials of de Bono’s “lateral thinking” methods for increasing creativity when introduced to children in elementary school courses and extracurricular activities. Based on the qualitative study, it explores how this “pragmatic” approach to creativity is realised in Slovenian elementary schools, and reflects on teaching creativity in schools as a systemic approach.

The Lisbon Strategy and other documents of the European Union advocating for a knowledge-based society have provided the ground for restructuring schools and changing pedagogical approaches to teaching and learning, focusing on creativity and entrepreneurship. One of the approaches increasingly popular in Slovenia has been Edward de Bono’s methodology. The article analyses the benefits, controversies, and potentials of de Bono’s “lateral thinking” methods for increasing creativity when introduced to children in elementary school courses and extracurricular activities. Based on the qualitative study, it explores how this “pragmatic” approach to creativity is realised in Slovenian elementary schools, and reflects on teaching creativity in schools as a systemic approach.

Objective: This study has two purposes. The first is to determine the relatively impact of EU framework programs (Lisbon Strategy to Horizon 2020) on the level of technological efficiency by comparing them with EU members and non-EU members selected countries. This paper also to compare technology efficiency of the EU member countries separately and as a union. The second is purpose to evaluate technological efficiency scores and the economic growth rates of the EU and the selected countries.Originality/Relevance: The relative efficiency of the technology and innovation of the EU was compared with other selected countries for 2000, 2005, 2010, 2015 and 2018 and evaluated. In previous studies, we could not find a study evaluating the long-term impact of the European Union's framework programs and its efficiency of innovation.Methodology/approach: For measuring efficiency, DEA method was used with two inputs and four outputs which is represented the technology and innovations.Main results: The evidence shows that the efficiency of the technology and innovation of the EU was quite low in 2000, and it has reached an increasing trend over the years and reached the full efficient in 2015 and 2018. The analyses which were done separately for 26 EU countries, the efficiency scores are relatively low among EU countries. It reveals that the EU provides a strong platform for R&D collaborations for creative destruction.Social/management contributions: The EU should continue to design promoting cooperation networks, frameworks programs to support stable economic growth patterns and long-term technology-based growth targets, considering the distinctive features of its economic system.

<p style="text-align: justify;">The process of European integration represents  first class, social project for all the countries of the subregion of the Western Balkans. The concept of integration into the European Union covers all spheres of public life, where a significant role is played by the reform of the system of higher education. The author considers the implementation of the Bologna Declaration and the Lisbon Strategy, as well as Tempus and Erasmus Mundus program of the European Commission dedicated to the establishment of a "Europe of Knowledge" in the surveyed countries. The analysis shows that the Western Balkan countries are making great efforts to implement provisions of the Bologna process, particularly at the level of formal adoption in the form of law. However, numerous weaknesses are reported in the implementation of the Lisbon Strategy and the elements of strengthening the impact of the labor market. According to all relevant indicators, the level of the Europeanisation of higher education in the Western Balkans is below the EU average, which points to the unsustainability and  the necessity for the transformation of existing concepts.</p> <p><span style="font-family: arial, helvetica, sans-serif; font-size: 12pt;"> </span></p>

Estimation of sustainable innovation performance in European Union countries: Based on the perspective of energy and environmental constraints

The development of the European education policy, its reform agenda and the impact of neoliberalism and economic rationale: The case of the “Work Programme Education & Training 2010”, within the framework of the EU Lisbon strategy (2000–2010).