First INOTLES Policy Paper


We are happy to announce the publication of the first INOTLES Policy paper, written  by Ludmila Coada (ULIM, Moldova) and Natalia Timus (MGSOG, Maastricht University).

INOTLES Working and Policy Paper Series welcome contributions from INOTLES community and external audience on innovative teaching methods and tools in the field of European Studies. It encourages the sharing of best practices worldwide in pedagogical innovation, case studies or comparative analysis of various aspects of promotion of teaching innovation within higher education.

In case you are interested in contributing to INOTLES Papers series, please contact us at: info[at]

You may find specific guidelines and suggested topics at the following link:

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INOTLES Policy Paper Series, No.1/2017

Coada, L. and Timus, N. (2017) European Studies in the Republic of Moldova : State of Affairs and Trends. INOTLES Working Papers, No.1.


·       The European integration objective of Moldovan governing elites has boosted the interest for promoting European Studies (ES) within the higher education institutions;

·       Moldovan universities face the need to adapt promptly to this objective, translated into the national strategy Education 2020, as well as the modernisation of higher education in line with the Bologna Process;

·       Various specific ES courses are being offered across Moldovan universities, particularly in the Political Science, International Relations and Law disciplines;

·       ES has become also a separate specialisation within some Master and Doctoral programs;

·       The European Union has supported the exchange of knowledge and practices in the field of European Studies through its funding schemes, such as TEMPUS or Eramus +. INOTLES project (TEMPUS VI) represents a core contribution to the implementation of innovative teaching methods and tools within the ES courses and programs in Moldova.

·       Despite significant achievements, teaching ES in Moldova is confronting several major challenges. These are the challenge of adopting an inter- or multi-disciplinary approach, the implementation of innovative teaching methods, the establishment of a legal framework favourable to blended and e-learning, as well as the language barrier in accessing international study and research material.

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