European degree: A potential crossroads for higher education

Academic collaboration

The pursuit of academic collaboration in Europe is a long-standing tradition. The medieval universities, such as Bologna, Paris, Oxford and Heidelberg, served as early hubs for intellectual exchange, attracting scholars and students from across the continent and fostering a shared intellectual heritage.

This historical precedent laid the groundwork for more formalised cooperation in later centuries. A pivotal moment in this evolution was the initiation of the Bologna Process in 1999, which aimed to establish the European Higher Education Area (EHEA).

Stemming from the Sorbonne Declaration of 1998, the Bologna Declaration sought to enhance the competitiveness and attractiveness of European higher education by creating a system based on easily readable and comparable degrees.

Key objectives included the adoption of a system of undergraduate and postgraduate studies, the establishment of a credit transfer system (ECTS), the promotion of mobility for students and staff and the fostering of European cooperation in quality assurance.

This voluntary harmonisation process, expanded through subsequent ministerial communiqués in Prague (2001), Berlin (2003) and Bergen (2005) led to the development of a three-cycle degree structure (bachelor, masters and doctorate) and the ECTS as shared instruments.

By 2010, the EHEA encompassed 49 countries, signifying a unified approach to higher education reforms across the continent. The Bologna Process, therefore, established the fundamental framework of comparability and mutual trust necessary for more ambitious initiatives like the European degree to emerge. The focus on common degree structures and quality assurance provided the essential foundation upon which the concept of a European-level qualification could be conceived.

Building upon the structural reforms initiated by the Bologna Process, prior European higher education initiatives have played a crucial role in shaping the concept and expected implementation of the European degree. Notably, the Erasmus and Erasmus Mundus programmes have been instrumental in fostering transnational cooperation and mobility (European University Association).

The Erasmus Mundus Joint Master Degrees (EMJMDs), launched in 2004, stand out as a particularly relevant precursor. These programmes brought together consortia of universities from across Europe and beyond to jointly organise excellent masters courses, leading to the award of joint or multiple degrees.

EMJMDs have proven highly successful in attracting talented students from around the world, with over 34,000 students from 179 countries having participated, thereby enhancing the global reputation of European higher education.

The experience gained and the criteria defined for Erasmus Mundus programmes have directly influenced the proposed European degree. The European Commission itself acknowledges the programme as a crucial instrument for international cooperation and a cornerstone of the internationalisation of higher education within the European Union.

The Erasmus Mundus emphasis on academic excellence, interdisciplinary approaches and strong links to the labour market, along with its success in navigating diverse national accreditation and legal requirements for joint programmes, has provided valuable insights and best practices that are now being considered in the development of the European degree.

Current status

In March 2024, the European Commission presented its blueprint for a European degree, a proposal that gained further attention in news reports in March 2025.

This blueprint outlines a gradual approach towards a new type of qualification, offering two potential entry points. The first is a preparatory European label, which would be awarded to joint degree programmes that meet agreed-upon European criteria, providing a recognisable European brand.

Students in these programmes would receive a European degree label certificate alongside their existing joint degree. This is envisioned as an initial step to build momentum and address immediate barriers.

The second, more ambitious, step is the creation of a full European degree, a new type of qualification that would be anchored in national legislation and awarded jointly by universities from different countries, or potentially by a European legal entity. This European degree would aim for automatic recognition across all EU member states.

The fundamental rationale behind this initiative is to reduce administrative complexities associated with establishing joint programmes, facilitate seamless transnational cooperation between higher education institutions, enhance the overall competitiveness and international attractiveness of European universities and equip graduates with the future-proof skills demanded by the evolving labour market, particularly in areas crucial for the green and digital transitions.

In addition, the initiative seeks to alleviate the administrative burden on universities, promote the openness of education systems and foster the education of critically minded citizens for the 21st century. The blueprint emphasises the development of common European criteria that reflect the relevance of the learning experience, a commitment to shared European values and the excellence of the cooperation arrangements between universities.

To support the implementation process, the commission (encouraged by the European university system) proposed the establishment of a European degree policy lab and an annual European degree forum, both planned for launch in 2025. The policy lab will focus on developing detailed guidelines, while the forum will monitor progress.

Furthermore, the commission intends to provide Erasmus+ support for European degree pathway projects, which will offer financial incentives to member states and their higher education stakeholders to engage in the pathway towards the European degree, as well as for European degree design measures to aid institutions in developing or adapting their programmes.

The European Universities Initiative (EUI), launched to foster deep integration among higher education institutions across Europe, has played a significant role in piloting the European degree concept. In 2022, an Erasmus+ call specifically targeted pilot projects focusing on the European degree label and the potential for a European legal status for alliances.

Ten such projects commenced in the spring of 2023. One notable example is the ED-AFFICHE project, a collaborative effort involving six European University Alliances, including Una Europa, 4EU+, CHARM-EU, EC2U, EU-CONEXUS and Unite!, encompassing 51 higher education institutions from 22 countries (for instance, CHARM-EU).

This project, which concluded in March 2024, aimed to test the proposed European criteria for the label and provide recommendations for its design and implementation. The findings from these pilot projects, reported in late 2024 and early 2025, have provided crucial insights into the practical realities of implementing a European degree.

A significant outcome was the identification of over 50 distinct barriers to the delivery of joint programmes, including regulatory mismatches and administrative complexities arising from differing national rules on curriculum structure, programme duration, teaching languages and the recognition of online and blended learning.

Even seemingly minor discrepancies, such as the thickness of diploma paper, were noted as potential obstacles. Despite these challenges, the pilot projects generally emphasised the potential of the European degree to significantly enhance transnational collaboration and improve the global visibility of European higher education.

They also underscored the critical need for the alignment of national legal frameworks and enhanced coordination among various stakeholders to ensure successful implementation.

The European degree label was explored as a potential initial step towards the full degree, although its capacity to resolve fundamental issues related to incompatible national regulations was questioned.

Furthermore, some projects recommended the inclusion of complementary educational models, such as micro-credentials, within the framework of the European degree. The ongoing efforts within the EUI continue to focus on developing joint degree programmes and micro-credentials, as evidenced by initiatives promoted by many European University Alliances (ie, Arqus, EU GREEN and NEOLAiA).

Comparison with other tools

The European degree presents several potential advantages when compared to existing academic cooperation tools such as joint degrees, multiple degrees and double degrees. One key benefit is the potential for a reduced administrative burden in creating and recognising joint programmes.

The establishment of common European criteria and the possibility of streamlined quality assurance processes could alleviate the often complex procedures currently associated with setting up joint, double or multiple degrees under varying national regulations.

The promise of automatic recognition across the EU for a European degree offers a significant advantage over existing joint programmes, which may still encounter recognition challenges in certain countries.

A universally recognised European degree has the potential to further enhance the global profile and attractiveness of European higher education, potentially surpassing the impact of individual joint or double degree programmes. It could also foster a stronger sense of European identity and belonging among graduates.

The common criteria for the European degree are expected to emphasise European values and skills relevant to the green and digital transitions, potentially leading to a more unified educational experience. The possibility of a European legal entity awarding the degree could also simplify some of the complexities inherent in joint degrees awarded under different national legal frameworks.

While double degrees offer benefits like diverse skill sets, they can be more time-consuming and costly. The European degree aims for greater efficiency through standardised criteria and recognition. See Table 1 for a comparison among the academic cooperation tools described in this article.



The expected structure of the European degree is anticipated to align with the established Bologna three-cycle system, encompassing bachelor, masters and doctoral levels.

The European Commission’s blueprint itself refers to transnational programmes at these levels. The envisioned roadmap for integrating the European degree into national legislations involves a gradual approach, commencing with the preparatory label.

This will necessitate formal discussions with the council of the EU and active engagement with member states to enact the required reforms. The European degree policy lab, slated for launch in 2025, will play a crucial role in developing detailed guidelines and action plans to facilitate this process.

Additionally, the ‘European degree pathway projects’ under the Erasmus+ programme, also planned for 2025, aim to provide financial incentives to encourage national participation and engagement.

Challenges to implementation

Existing Bologna tools, such as the European Qualifications Framework (EQF) and the European Approach for Quality Assurance of Joint Programmes (EA), are likely to serve as foundational elements in the development and implementation of the European degree. However, it is important to note that the implementation of the EA across Europe is not uniform, which presents a potential challenge.

The challenges identified for the implementation of the European degree largely mirror those affecting the development and operation of all joint programmes, regardless of whether they ultimately adopt the European degree format. Moreover, most of these challenges simultaneously represent the barriers that a full implementation of the European degree must eliminate if it is to become a genuinely effective and transformative tool.

One significant hurdle is the alignment of curricula across diverse national higher education systems, marked by differing academic traditions, programme durations, calendars and approaches to blended and online learning. Ensuring consistent, high-quality standards through quality assurance for degrees awarded by transnational consortia will be complex, often requiring intricate accreditation processes.

Although automatic recognition of qualifications across member states remains a core goal, practical obstacles may persist despite strong policy intentions. Language of instruction also poses a major challenge, necessitating strategies to address linguistic barriers and ensure adequate support for students and staff.

Furthermore, integrating diverse teaching methodologies across institutions will demand significant pedagogical innovation and flexibility.

Providing comprehensive student support for individuals studying across multiple countries will be critical to fostering academic success and well-being.

Finally, ensuring the financial sustainability of European degree programmes, including managing associated costs for institutions and students, will require careful planning and targeted investment. Pilot projects have already underscored the urgent need for dedicated funding at both EU and national levels.

The legal landscape of the European Union, characterised by diverse national frameworks, presents several potential challenges to the implementation of the European degree.

The principal legal hurdle arises from the primacy of national sovereignty in education policy, which resides with individual member states. Some member states, based on a misconception of the EU’s role, perceive the European degree as an attempt to impose European-level standardisation in higher education qualifications, thereby generating resistance.

However, the European degree is conceived as a voluntary instrument designed to enhance, rather than diminish, institutional autonomy by offering an additional, non-compulsory pathway for transnational cooperation.

The successful integration of the European degree into national legal systems will, nonetheless, require adaptations of existing legislation, potentially involving corresponding legal and regulatory reforms.

Ensuring that quality assurance agencies are authorised and equipped to accredit and recognise European degree programmes across different national contexts will also be essential. The blueprint’s potential consideration of a ‘European legal entity’ to eventually award the degree raises further legal complexities regarding its establishment and legal basis within the EU framework.

Finally, there are concerns about the potential for a ‘two-speed Europe’ in higher education, where institutions offering the European degree might be perceived as superior to those that do not, potentially creating divisions within the European higher education landscape.

Adding to these legal and institutional hurdles is the challenge posed by differing levels of support among member states for the European degree initiative.

Some countries, such as Estonia or Hungary, have shown reluctance to implement the European degree in the short term, due to fears over national autonomy in higher education and the perceived burden of aligning with a common European standard. This reluctance could lead to delays or even a fragmented implementation of the degree across the union.

The varying levels of commitment among member states further complicate the establishment of a unified timeline for implementation, potentially undermining the goal of achieving widespread adoption of the European degree within a set period. This division in support risks creating disparities in the implementation of the European degree across the EU, potentially leading to a patchwork approach rather than a cohesive, uniform system.

A long-term endeavour

Projecting the precise timeline for the full implementation of the European degree is challenging, but the available information suggests a gradual, multi-year process. Following the commission’s presentation of the blueprint in March 2024, and its continued relevance in March 2025 news, the planned launch of the European degree policy lab and forum in 2025 marks the next significant step.

The Erasmus+ support for pathway projects, also commencing in 2025, will further drive the initiative. The pilot projects conducted between 2023 and 2024 provided very valuable initial insights. It is likely that the European label will be the first tangible outcome, preceding the full implementation of the legally embedded European degree.

Considering the typical application timelines for higher education programmes in Europe, with deadlines for the autumn 2025 intake occurring as early as January 2025 in some countries, widespread availability of a European degree for the 2025 academic year appears improbable.

Drawing parallels with the Bologna Process, which has unfolded over several decades, the European degree is also anticipated to be a long-term endeavour. However, in the current fast-evolving and challenging international environment, with Europe confronting significant geopolitical uncertainties, the European Commission and national governments must urgently accelerate the realisation of a truly integrated higher education and research area. The European degree should serve as a central pillar in this comprehensive integration.

Time is of the essence, and Europe, the European Commission and the universities themselves require swift and decisive action across numerous domains, with higher education standing as a critical sector where genuine European integration must be fully and effectively deployed, and the clear and seamless design and implementation of the European degree being one of the key actions to be fulfilled.

SOURCE: https://www.universityworldnews.com/post.php?story=20250506144948111&utm_