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Instructors’ and Students’ Perceptions of the Integration of EU Values into Teaching and Learning in Higher Education: A Phenomenological Study in The Netherlands, Türkiye, Greece, Czechia, and Italy

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  • Dimitrios Vlachopoulos

    (Rotterdam School of Management, Erasmus University, Burgemeester Oudlaan 50, 3062 PA Rotterdam, The Netherlands)

  • Isabella Querci

    (Scuola Superiore Carolina Albasio, Via L. Pomini, 13, 21053 Castellanza, VA, Italy)

  • Yasemin Ertan

    (Department of Business Administration, Bursa Uludag University, Bursa 16059, Türkiye)

  • Eliška Nacházelová

    (Faculty of Social and Economic Studies, Jan Evangelista Purkyně University in Ústí nad Labem (UJEP), Pasteurova 3544/1, 400 96 Ústí nad Labem, Czech Republic)

  • Aylin Poroy Arsoy

    (Department of Business Administration, Bursa Uludag University, Bursa 16059, Türkiye)

  • Annie Camarioti

    (Themistokles & Dimitris Tsatsos Foundation—Centre for European Constitutional Law, 43, Akadimias Str., 106 72 Athens, Greece)

Abstract

The purpose of this study is to explore how university instructors and students in five European countries (The Netherlands, Türkiye, Greece, Czechia, and Italy) perceive the incorporation of European Union (EU) values into higher education. To achieve this, a phenomenological research design was employed, utilizing semi-structured group interviews with 42 participants, comprising 20 instructors and 22 undergraduate students from various disciplines. While the findings revealed a shared understanding of fundamental EU values including democracy, human rights, equality, freedom, human dignity, and rule of law, they also demonstrated considerable challenges regarding their effective integration into educational practices. The main barriers identified include insufficient educational materials and training opportunities, a lack of coordination in exchange programs, a lack of time, and financial limitations. This study highlights that more structured and systematic strategies are needed to successfully integrate these values in university curricula. The implications of this research underscore the need for universities to enhance their support mechanisms, foster inclusivity, and develop innovative pedagogical approaches to overcoming these challenges and fully integrating EU values into higher education.

Suggested Citation

  • Dimitrios Vlachopoulos & Isabella Querci & Yasemin Ertan & Eliška Nacházelová & Aylin Poroy Arsoy & Annie Camarioti, 2025. "Instructors’ and Students’ Perceptions of the Integration of EU Values into Teaching and Learning in Higher Education: A Phenomenological Study in The Netherlands, Türkiye, Greece, Czechia, and Italy," Sustainability, MDPI, vol. 17(10), pages 1-16, May.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:10:p:4589-:d:1657896
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    References listed on IDEAS

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    1. Arnold, Christine, Eliyahu V. Sapir and Galina Zapryanova, 2012. "Trust in the institutions of the European Union: A cross-country examination," European Integration online Papers (EIoP), European Community Studies Association Austria (ECSA-A), vol. 16, February.
    2. Johan P. Olsen & Peter Maassen, 2007. "European Debates on the Knowledge Institution:The Modernization of the University at the European Level," ARENA Working Papers 17, ARENA.
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