This project was a continuation of the previous projects Decisions and Dilemmas I and II. It aimed to further support educators across Europe in teaching about the European Union in a motivating and meaningful way that resonates with students. We hope that through this, students became more aware and active in Europe’s democracy. The ambition of this project was to make educators, and thus students, aware of the importance of the EU and the complexities that accompany policy and decision making in the EU.
The project included eight partner countries, where the country coordinators of each country organised national training events with the project materials in their local languages. Coordinators also contributed to the project by identifying relevant communication channels for the dissemination and awareness raising campaign. Additionally national trainers were responsible to host workshops with the project materials during their national events, and during one of the other trainers. The people involved were:
The following activities were part of the project: An international train the trainer event, a series of national training and awareness raising events, the translation of open educational resources and research results from previous projects and the implementation of a European dissemination and awareness raising campaign.
The aim of training events was to help educators promote learning about the EU that is both motivating and meaningful for students. This is because the teaching practices in most European countries are not preparing young people to fully participate in Europe’s democracy. Over the period of April until August of 2018, several national training events were organized. These were organized as follows:
On top of these trainings , EUROCLIO also organized a “Train the Trainer” seminar in February 2018, during which educators that participated in the training events were thought about why teaching about the EU matters, they had access to exemplar learning resources that they could use in their own language, and were trained on how to use these resources to make learning about the EU motivating and meaningful (because the resources are inquiry based and make use of active methods)
The aim of the research was to answer the question on “how is European integration taught in the final two years of compulsory education in the 28 member states of the European Union?”
The goal of the research was as follows:
Educators that were involved in the project were asked to identify 2 school books for history education which are most widely used to teach European integration in member state and analyse their EU-related contents, and the 2 books most used in another social science subject and analyse their EU-related contents. They were then asked to fill in a questionnaire that was divided into sections, in order to have a full image of what the textbooks cover on European integration.
The data accumulated has been analyzed and the full scope of research can be found here. However, the conclusion is as follows:
A variety of resources were disseminated to educators and students alike, which fall under the following themes related to the development of The EU project:
The way the EU is currently being taught - These resources were spread in order to help educators to critically reflect on the way the EU is currently being taught and the implications of this approach, and therefore be triggered to develop their own vision on how teaching about the EU should ideally look like.
Post-War Europe (1944-1951) – These resources were spread as they 1) help educators to engage students with the challenges facing Europeans, and their hopes and fears for the future, as the continent emerged from a war-torn first half of the 20th century, and 2) help youngsters understand why a group of political leaders wanted to establish a means of facilitating social and economic integration leading eventually to some kind of greater political integration.
The EU in the context of the long search for stability – These resources were spread as they help educators show to students that the European project has been different from the previous attempts to manage conflict and establish stability in Europe:
The EU in the context of a changing world – These resources were spread as they help educators show to students how and why decisions are made and exploring the dilemmas that Europe has faced, and continues to face, and how the EU has adapted to changing international circumstances in the second half of the 20th century and the early years of the 21st: