University students’ representations of Europe and self-identification as Europeans: a synthesis of qualitative evidence for future policy formulation

Abstract

The current European context is characterised by the emergence of socio-political tensions that threaten to derail the cohesion objectives traditionally promoted by the authorities of the European Union. With EU citizenship in the shadow of Brexit, the fear of dismemberment of the current Europe of the 28 looms over a renewed debate on concepts like European identity, European citizenship or EU legitimacy and the involvement of its constituents in European affairs, as well as the role of education for promoting democratic awareness among young Europeans. This work aims to collect, appraise and synthesise qualitative evidence obtained in primary research exploring the perceptions of European university students about their civic and cultural identity. This systematic analysis sets out to identify predictors of positive self-identification with the EU and its institutions, focusing on the impact that different educational interventions have had on the attitudes and perceptions expressed by university students, and the importance of foreign language learning in the results obtained. The authors report their assessment of quality of the findings in a Cochrane-style qualitative evidence synthesis (QES), based on the GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) method. The 12 informed findings described in this study support decision-making in future education policy formulation.

Teaching and Learning Styles on Moodle: An Analysis of the Effectiveness of Using STEM and Non-STEM Qualifications from a Gender Perspective

“…Particularly worth highlighting are the investigative studies on teaching and learning styles and learning strategies within the university environment [17][18][19]. Nevertheless, there are few studies that have approached the investigation of those aspects in virtual learning environments (e-Learning or Blended Learning), because investigation in this context is still at an early stage [20][21][22]. With respect to the learning style, the studies of Camarero et al [18] defined four learning styles in accordance with the classification of Kolb [23]: active style (learning based on direct experience), reflexive style (learning based on observation and data collection), theoretical style (learning based on abstract conceptualization and the preparation of conclusions), and pragmatic style (learning based on active experimentation and the search for practical applications).…”

Who is We: Capturing (European) Identity Content by Integrating Qualitative Methods in Survey-Based Approaches

“…A seven-nation study on European identity using Q methodology (see further below) focused on subjective meanings of European identity against the background of national identity and supranational discourses and found various conceptualizations of European identity, and their relations to national identity, within and across countries (Robyn, 2005). Similarly, a review of existing qualitative studies on representations of Europe among university students shows not only different conceptualizations of Europeanness across countries but also within countries (Cores-Bilbao et al, 2020). Similar to the review of quantitative studies by König (2023), these qualitative studies show a predominantly civic or cultural European identity (Bruter, 2004).…”

Microfinance and Economic Empowerment in Nigeria: A Critical Review of Impact and Sustainability

“…By offering tailored financial products and services, MFBs could potentially bridge the healthcare accessibility gap, ensuring that even the economically disadvantaged have a fighting chance against chronic health conditions (Bakare et al, 2019). Lastly, the broader socio-political dynamics of the European Union, as highlighted by Cores-Bilbao et al (2020), underscore the importance of civic and cultural identity in shaping perceptions and attitudes. While the study focused on European university students, the underlying themes resonate universally.…”

“…In the context of Nigeria, understanding the civic and cultural identities of its diverse populace could offer invaluable insights into crafting microfinance policies and strategies that resonate with the masses. Future research could delve into the interplay between cultural nuances, financial behaviors, and the uptake of microfinance services, offering a roadmap for policy formulation that is both inclusive and effective (Cores-Bilbao et al, 2020). CONCLUSION The overarching aim of this paper was to critically review the impact and sustainability of microfinance in fostering economic empowerment in Nigeria.…”