Social determinants in recognizing higher education diplomas

Коваленко, Сергій Петрович (2025) Social determinants in recognizing higher education diplomas Педагогічні науки (110). pp. 90-95. ISSN 2663-2772

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Abstract

Aim. This article explores higher education diplomas recognized based on their social determinants across Europe. Academic mobility, the application of international educational standards, cultural and linguistic barriers, and the principle of equal access to education are the key factors forming the internationalization process in education. Methodology. Qualitative analysis is applied to international legal frameworks, educational policy documents, and institutional practices that regulate diploma recognition. Using comparative data and official sources, it explores initiatives like the Bologna Process, Lisbon Convention, and Erasmus+ to determine their effect on harmonizing higher education and academic cooperation. Results. Academic mobility is a key instrument that corporations use to foster cross-border partnerships and scientific exchange. Backed by various EU actions, it encourages educational systems to align with one another and streamlines coordination. However, it still struggles with bureaucratic speed bumps, and concern about brain drain hangs over the EU. Quality and comparability between institutions are still (and always will be) closely monitored via accreditation. Standards, trust, and transparency: bodies like ENQA and Ukraine’s NAHEQA maintain standards and mutual trust, while tools such as the ESG and EQF facilitate openness and mobility. The new study also explains how differences in language and culture stand in the way of diplomas being recognized. Fostering inclusivity and intercultural dialogue – the crux of multilingualism initiatives, including the European Centre for Modern Languages and EU multilingualism policies – is key to integrating diverse learners and professionals. Conclusions. As a fundamental value of the EU, access to education is affirmed. Still, restrictive migration and security policies result in the denial of access to education to vulnerable groups, and in particular to refugees and migrants. The piece notes that as EU strategies evolve, they must address these tensions to provide a fair recognition of qualifications while being attentive to national concerns and respecting the universal right to education and career development in an interconnected world.

Item Type:	Article
Uncontrolled Keywords:	academic mobility; diploma recognition; higher education accreditation; cultural and linguistic barriers; equality of access to education
Subjects:	Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет романо-германської філології > Кафедра германської філології
Depositing User:	Teacher Serhii Petrovych Kovalenko
Date Deposited:	11 Dec 2025 21:32
Last Modified:	11 Dec 2025 21:32
URI:	https://elibrary.kubg.edu.ua/id/eprint/54745

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