Problem-based learning and the relevance of teaching and learning European Studies in times of crises

Patrick Bijsmans*, Esther Versluis

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

The succession of economic and financial crises, the migration crisis, and, of course, Brexit have raised many questions about the future of the European Union. Such crises present challenges for teaching and learning European Studies. This article discusses the question how to maintain a relevant study programme while taking into account ever-changing societal developments. Based on a survey conducted among students of a Bachelor in European Studies, and a subsequent focus group discussion, we look at programme relevance and programme capacity to deal with societal change in the context of a problem-based learning environment. Our study reveals that problem-based learning, when applied consistently and correctly, is a good educational approach to ensure that a study programme is relevant and capable of capturing societal change. At the same time, students seem to prefer a more guided version of problem-based learning, which presents challenges concerning its possible contribution to teaching and learning in times of crises. While we discuss the situation in one specific BA programme, we will do so in light of general challenges in the fields of European Studies, International Relations, and Politics.
Original languageEnglish
Number of pages19
JournalEuropean Political Science
DOIs
Publication statusE-pub ahead of print - 12 Jun 2020

Keywords

  • Crisis
  • European Studies
  • Problem-based learning
  • Relevance
  • Teaching and learning
  • EU
  • DESIGN
  • INTEGRATION
  • Societal change
  • REFLECTIONS
  • STUDENTS

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