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 E...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2020-01-01
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| Series: | European Journal of Futures Research |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40309-019-0159-y |
| _version_ | 1819320522867998720 |
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| author | Esther Cores-Bilbao María del Carmen Méndez-García M. Carmen Fonseca-Mora |
| author_facet | Esther Cores-Bilbao María del Carmen Méndez-García M. Carmen Fonseca-Mora |
| author_sort | Esther Cores-Bilbao |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-24T11:20:55Z |
| format | Article |
| id | doaj.art-744495c94d6d41f08781e75b0758aa67 |
| institution | Directory Open Access Journal |
| issn | 2195-4194 2195-2248 |
| language | English |
| last_indexed | 2024-12-24T11:20:55Z |
| publishDate | 2020-01-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | European Journal of Futures Research |
| spelling | doaj.art-744495c94d6d41f08781e75b0758aa672022-12-21T16:58:14ZengSpringerOpenEuropean Journal of Futures Research2195-41942195-22482020-01-018111710.1186/s40309-019-0159-yUniversity students’ representations of Europe and self-identification as Europeans: a synthesis of qualitative evidence for future policy formulationEsther Cores-Bilbao0María del Carmen Méndez-García1M. Carmen Fonseca-Mora2Departamento de Pedagogía, Facultad de Educación, Psicología y Ciencias del Deporte, Universidad de HuelvaDepartamento de Filología Inglesa, Facultad de Humanidades y Ciencias de la Educación, Universidad de JaénDepartamento de Filología Inglesa, Facultad de Humanidades, Universidad de HuelvaAbstract 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.https://doi.org/10.1186/s40309-019-0159-yEuropean identityHigher education studentsErasmusNested identitiesQualitative evidence synthesis (QES)Confidence in Evidence from Reviews of Qualitative research (GRADE-CERQual) |
| spellingShingle | Esther Cores-Bilbao María del Carmen Méndez-García M. Carmen Fonseca-Mora University students’ representations of Europe and self-identification as Europeans: a synthesis of qualitative evidence for future policy formulation European Journal of Futures Research European identity Higher education students Erasmus Nested identities Qualitative evidence synthesis (QES) Confidence in Evidence from Reviews of Qualitative research (GRADE-CERQual) |
| title | University students’ representations of Europe and self-identification as Europeans: a synthesis of qualitative evidence for future policy formulation |
| title_full | University students’ representations of Europe and self-identification as Europeans: a synthesis of qualitative evidence for future policy formulation |
| title_fullStr | University students’ representations of Europe and self-identification as Europeans: a synthesis of qualitative evidence for future policy formulation |
| title_full_unstemmed | University students’ representations of Europe and self-identification as Europeans: a synthesis of qualitative evidence for future policy formulation |
| title_short | University students’ representations of Europe and self-identification as Europeans: a synthesis of qualitative evidence for future policy formulation |
| title_sort | university students representations of europe and self identification as europeans a synthesis of qualitative evidence for future policy formulation |
| topic | European identity Higher education students Erasmus Nested identities Qualitative evidence synthesis (QES) Confidence in Evidence from Reviews of Qualitative research (GRADE-CERQual) |
| url | https://doi.org/10.1186/s40309-019-0159-y |
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