Teaching European Citizenship
The Archives’ educational programme is dedicated to cultivating an understanding of European integration and, above all, to fostering a deeper awareness of European citizenship—its possibilities, responsibilities, and the questions it raises. It also opens space for dialogue with participants who are not EU citizens, encouraging reflection on what it means—or might mean—to be European today.
European citizenship or the notion of being European is not fixed, and encompasses a wide array of meanings, nuances and implications. It transcends geography, reaching into cultural, political, and social dimensions of identity. Within this complexity, students are invited to think critically about both their personal perspectives and collective experiences. What does it mean to be European? What should it mean?
These questions were at the heart of a February 2024 workshop in Rome, titled Cittadinanza europea: Giovani tra protagonismo e identità (European citizenship: Action and identity among youth). The responses from the participating high school students show how young people are already engaging with these questions in thoughtful and imaginative ways.
In general, students almost always mentioned common history, shared values, and guaranteed rights as the core of European identity—“a single brick of the same building” (HAEU, ECEP-184). The idea of the EU as an unfailing protector of the values of peace, democracy and fundamental freedoms of speech, education and equality was strong and widespread:
“Being a European citizen means benefiting from the same rights as citizens who have different traditions and cultures. All citizens have a common purpose which is to create a peaceful society.”
“European citizenship is for me an added awareness that is consolidated over time and unites us more and more.”
“Being European citizens means fighting together for common goals: dialogue, democracy and peace.”
“Being stronger together. Finding the courage to face difficulties. Not feeling alone.”
Another common theme that emerges in many responses is that of "Europe as protector” , as both “a shield [...] and a friend” (HAEU ECEP - 184). This perception ranges from legal protection and defense of fundamental rights to physical safety, as in the case of armed conflicts or natural disasters. Students often highlight the Union’s capacity to foster solidarity and cooperation among Member States in times of need, reinforcing the idea of mutual protection and shared responsibility.
At the same time, critical perspectives were clearly voiced, at all ages. Some participants expressed feeling unrepresented by the EU or disconnected from it, a mere geographical affiliation, devoid of meaning and identity. Others pointed to inconsistencies in its policies—on rearmament, migration, or foreign conflicts—and questioned whether the EU lives up to its stated principles. These critiques did not reflect disengagement, but a demanding and active form of citizenship: a willingness to hold the EU accountable to its own ideals.
What will it mean to be European in the future?
The future of Europe has always been intrinsic to its construction. “Europe will not be made all at once, or according to a single plan,” reads the 1950 Schuman Declaration. This unfinished, open character continues to shape the integration process and inspire civic participation, as seen in initiatives like the 2021–2022 Conference on the Future of Europe.
One of the central objectives of the Educational Programme of the Historical Archives of the European Union is to explore how younger generations imagine this future: what kind of space, if any, they envision for Europe in the years to come.
For many students, the EU remains a symbol of security, opportunity, and progress. Ghiorghi, a Greek high school student, described the Union as “security, opportunity, and future”—a reflection of both its practical benefits and its symbolic power. Giovanna, an Italian participant, emphasised its role in maintaining peace: “In this world of violence, I hope Europe will remain stable to ensure peace and freedom.” Another student described the EU as: “An open door for change and novelty, for a new and better era.”
Together, these reflections portray the EU as both a guarantor of stability and a catalyst for positive change—a space where younger generations see not a static identity, but a future in constant evolution and transformation.
European identity captured in oral histories
Since the Historical Archives of the EU also preserves a rich oral history collection, we often ask our high school students to share their thoughts in brief interviews. These will be included in the European Civic Education Programme (ECEP) collection.
In a short interview recorded at the Archives in 2025, Leonardo, a student from Siena, reflected on what it means to be European:
“I am glad to live in an EU country, because compared to the context in which we live today, where there are many wars, being European is above all a privilege. Here in Italy, we are living in a moment of peace, which I hope will continue. Even though the Ventotene Manifesto was written in 1941, it still feels very relevant, because the united Europe it describes is my perfect idea of Europe.”
His words remind us that the ideals of European unity are rooted in a specific, concrete historical trajectory that continues to speak to the present. The Archives’ education programme seeks to use the resources at its disposal to preserve and give meaning to this trajectory: ensuring that collective memory remains grounded in documented truth. Consulting, discussing and contextualising historical sources allows younger generations to engage critically with Europe’s past, drawing lessons that shape their vision for the future. By safeguarding these records and encouraging their active interpretation, we contribute to building a European consciousness that is both historically informed and future-oriented.
Constructive criticism for a work in progress
While many students express admiration for the European Union’s achievements and aspirations, the reflections gathered through the Educational Programme also reveal a generation that approaches Europe with a critical eye. High school participants, in particular, often demonstrate a strong sense of civic awareness and are not afraid to question the EU’s actions when they perceive inconsistencies or shortcomings. Concerns are frequently raised around issues such as the militarization of European policy, perceived gaps in solidarity between Member States, or the Union’s responses to international crises and conflicts. Some students voiced unease about the EU’s involvement in arms deals or its handling of the migration crisis, urging for greater coherence between its stated values and its external actions. Rather than indicating disengagement, these critiques reflect a demanding form of democratic participation, an insistence that the EU live up to the principles it claims to uphold.
Importantly, this critical stance does not translate into cynicism or detachment. On the contrary, students often articulate these concerns alongside a deep-rooted hope for improvement. They see the EU as a work in progress and express a strong desire to be part of shaping its future. Their vision is not one of rejection, but of reform, of a Europe that remains committed to justice, solidarity, and peace. The tension between criticism and hope is a powerful educational moment: it reveals that Europe’s younger generations are both capable and willing to engage, provided they are taken seriously as interlocutors. In encouraging these perspectives and offering historical context for their expression, the Educational Programme helps create a European consciousness that is not only forward-looking, but also deeply committed to accountability and democratic renewal.
Bringing EU institutions within reach
The Educational Programme has also a consolidated collaboration with the European Parliament Former Members Association and invites former Members of the European Parliament (MEPs) to interact and engage in meaningful dialogue with pupils. As former MEP Niccolò Rinaldi remarked during his visit at the HAEU in 2020, "The European Union is either future or nothing – L’Unione Europea o è futuro o niente.” His words underscore the essential forward-looking nature of the European project, which cannot exist without a continual effort to evolve, adapt, and renew its purpose. According to Rinaldi, this vision requires a rethinking of belonging, an approach in which European identity is cultivated from the ground up and instilled early, such that a sense of European citizenship precedes, or at least complements, local and national affiliations. This is not a process that can be completed overnight. It is, rather, a long and deliberate journey, a “worksite of values” still under construction. Through education, civic engagement, and the responsible stewardship of historical memory, archives such as ours contribute to this ongoing project. By preserving the past and promoting critical awareness, we help equip new generations with the tools they need to imagine, and ultimately build, the Europe of the future.
Constructing a living archives
The European Civic Education Programme (ECEP) is a living archives. It contains multimedia materials created by the actors involved in the workshops organised by the Educational Programme of the Historical Archives of European Union, including researchers, educators, archivists, students, teachers and external partners such as Former Members of the European Parliament.
The fond includes a range of sources that shed light on how young generations perceive, imagine and interact with the European Union, as well as teaching materials relevant to archiving, historical memory, and the history of European integration.
More specifically, the fonds includes visual representations of the EU, written reflections and opinions, historical timelines illustrating European integration, and representational drawings and photographs produced by students within the context of the Historical Archives’ education programme. The collection also comprises audiovisual content inspired by the workshops and their themes, including individual and collective interviews with students, teachers, ex-MEPs, archivists, experts and educators. Finally, it preserves lesson plans and teaching materials developed over the years by HAEU and external educators.
In future, the ECEP will be available for public consultation via the multimedia platform of the Historical Archives of the European Union.
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