ABSTRACT Educational choices are a key area of research within the sociology of education, yet the concept of choice remains contested. This paper examines how European research analyses students' decision‐making at key educational transitions and their relationship to social positions. To achieve this, we conducted a Scoping Literature Review of 93 papers published between 2012 and 2022. The analysis identifies key research topics, dominant theoretical and methodological trends, and explanatory factors driving educational choices. Findings highlight the dominance of research in the UK and Northern Europe, the widespread use of Bourdieusian and agency‐based frameworks, and the predominance of qualitative and longitudinal designs. Through a critical examination of educational decision‐making, the paper strengthens the existing evidence by advancing understanding of how social structures and subjective meaning‐making shape choices. It also identifies promising directions for future research, particularly addressing the underrepresentation of Southern and Eastern Europe and examining how social inequalities shape decision‐making.
Gil et al. (Thu,) studied this question.