The question of a core curriculum has dominated the EU Studies academic debates for more than twenty years, with research projects and scholarly works dedicated to discussing the need for a core curriculum. Ian Bache defines a core curriculum as a list of items considered existential knowledge in a determined field(Bache, 2006). Drawing on (Umbach and Scholl, 2003)- which argue that courses which explore the history, institutions, or policies of the EU are fundamental and indispensable components of EU Studies- this paper aims to examine the link between the EU component and the use of Web 2.0 instruments in the teaching and learning process and investigate how fundamental EU Studies curriculum courses are taught by employing new pedagogies to strengthen the digital skills of EU Studies students. Despite a rich literature on the integration of Web 2.0 instruments in the research process, there are limited contributions on the digitalization of the teaching process in the field of EU Studies. In this sense, this study aims to shed light and present best practices from teaching the course European Policies through the use of ICT means, a core curriculum discipline delivered to undergraduate students in the field of EU Studies at Babeș-Bolyai University, Romani. The paper argues for new approaches in terms of academic content(history and evolution of EU Policies, theoretical instruments for policy analysis, case studies in key policy areas on the new member states by using the problem-based learning method) and new pedagogies(active learning, web 2.0 tools).
