Abstract
The selection of the pedagogical approach plays a crucial role in determining the learning approaches that students engage with (e. g. surface or deep learning) and the knowledge and skill transfer. This paper maps the existing student-centred pedagogical practices in European Studies (ES) using a worldwide survey conducted within the framework of the Innovating Teaching and Learning of the European Studies (INOTLES) project. This research investigates to what extent the ES teaching uses student-centred approaches worldwide and what are the factors that influence the practical application of these methods. The results do not highlight clear recurring patterns of interaction between the major indicators related to instructors' profile, course profile and the selection of the innovative teaching approaches. A certain degree of uniformity and consistency is revealed in the practical application of innovative ES teaching worldwide across various disciplines. While this finding may represent the evidence of a high degree of exchange of practices and internationalization of teaching ES, it requires further research.