In the face of geopolitical, economic, and sociotechnical challenges, the European Union (EU) has revitalised its strategic commitment to fostering a cohesive European Education Area by 2030. At the core of this vision are European University Initiatives (EUIs), designed to foster European cooperation in education while positioning higher education institutions as agents of informal diplomacy that promotes democratic values, resilience, and global competitiveness.
This paper employs Jasanoff and Kim's (2009) concept of sociotechnical imaginaries to argue that the EU positions EUIs as non-state actors that promote liberal and democratic values, drive green and digital transformations, and enhance sustainable economic prosperity for a resilient Europe. By constructing a learning-driven European identity at the intersection of science, technology, and society, EUIs also serve as instruments of informal diplomacy, advancing the EU’s global role amidst the complexities of the post-national liberal order.
Using the European Engineering Learning Innovation and Science Alliance (EELISA) as a case study, the research explores the mutual constitutiveness between EUIs and a shared European identity grounded in learning. Drawing on qualitative data collected through interviews with students, administrative staff, academics, and higher education decision-makers, the study examines how EELISA contributes to the EU's global positioning through a learning-based framework that addresses these multifaceted challenges.
