Higher education institutions (HEIs) play a significant role in shaping young people’s perceptions, thus making European and civic education a valuable asset in promoting European Union (EU) values. Previous research suggests that socio-political and socio-economic developments in the Western Balkans may influence educational aspirations and language learning goals. In this context, English learning motivation increasingly appears to be driven by instrumentality-promotion orientations. During the 2024/2025 academic year, 141 students from Croatian and Serbian universities took part in research aimed at determining the relationship between their self-perceived knowledge of the EU and their motivation to use English to ensure better education and EU job market competitiveness.Students in both countries consider English an important asset for future education and employability. At the same time, they perceive themselves as insufficiently informed about the EU, suggesting possible disparities in access to civic and EU-related knowledge. The findings tentatively suggest that HEIs may benefit from reconsidering aspects of their civic and EDE policies, particularly in terms of ensuring equitable access to EU-related knowledge and fostering inclusive pathways toward global readiness.
Fišer et al. (Fri,) studied this question.
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