Anna Visvizi is Associate Professor, Deree College – The American College of Greece, Greece. Her expertise covers issues relevant to the intersection of politics, economics and ICT, in European and international contexts.  Mark Field is a Senior Lecturer in Public Policy and Politics, University of Portsmouth, UK. His research focuses chiefly on the impact of Brexit on British and European politics. Marta Pachocka is Assistant Professor, Institute of International Studies, SGH Warsaw School of Economics, and Head of the Migration Policies Research Unit at the Centre of Migration Research of the University of Warsaw, Poland. Her expertise covers migration studies and European studies.

• PART I. WHY BOTHER? – HIGHER VALUES AND THE UNIVERSAL CAUSE IN TEACHING EU REVISITED Chapter 1. What is at stake in teaching the EU in times of Brexit? – an introduction; Anna Visvizi, Mark Field, and Marta Pachocka  Chapter 2. "Why bother?”: learning and teaching about European Union politics; Cláudia Toriz Ramos  Chapter 3. Vision, not division: EU and EU citizenship in teaching about EU; Olga Bombardelli  PART II. INNOVATION IN TEACHING AND LEARNING EU IN HEI IN TIMES OF BREXIT Chapter 4. Brexit as breeding ground for problem-based learning; Dina Sebastião and Sara Dias-Trindade  Chapter 5. Using simulations to teach within UK higher education: an analysis of student perceptions of European studies-based simulations' pedagogical and other benefits; Karen Heard-Lauréote and Mark Field Chapter 6. Technological tools in teaching EU: a design thinking proposal; Emilio J. González and José M. Mella Chapter 7. Mixing teaching, research and expertise within the Jean Monnet Chair framework: the EUMedEA Crash Course; Stefania Panebianco Chapter 8. Regional dimension of teaching about the EU and entrepreneurship in Poland; Małgorzata Dziembała PART III. COUNTRY AND REGIONAL DIMENSIONS OF TEACHING EU: ISSUES AND IMPLICATIONS  Chapter 9. Teaching and learning the European Union in Romania: traditional and digital tools; Cristina Matiuta Chapter 10. Teaching EU in Hungary; Anna Molnár and Mónika Szente-Varga  Chapter 11. Teaching EU law in difficult times in Turkey; Feyza Basar Chapter 12. Turning the tide in curriculum development in teaching European studies in Africa; Samuel Ojo Oloruntoba, Christopher Changwe Nshimbi, and Dickson Ajisafe  Chapter 13. Teaching the EU, and teaching how to think: concluding remarks; Anna Visvizi, Mark Field, and Marta Pachocka

Anna Visvizi is Associate Professor, Deree College – The American College of Greece, Greece. Her expertise covers issues relevant to the intersection of politics, economics and ICT, in European and international contexts.  Mark Field is a Senior Lecturer in Public Policy and Politics, University of Portsmouth, UK. His research focuses chiefly on the impact of Brexit on British and European politics. Marta Pachocka is Assistant Professor, Institute of International Studies, SGH Warsaw School of Economics, and Head of the Migration Policies Research Unit at the Centre of Migration Research of the University of Warsaw, Poland. Her expertise covers migration studies and European studies.

• PART I. WHY BOTHER? – HIGHER VALUES AND THE UNIVERSAL CAUSE IN TEACHING EU REVISITED Chapter 1. What is at stake in teaching the EU in times of Brexit? – an introduction; Anna Visvizi, Mark Field, and Marta Pachocka  Chapter 2. "Why bother?”: learning and teaching about European Union politics; Cláudia Toriz Ramos  Chapter 3. Vision, not division: EU and EU citizenship in teaching about EU; Olga Bombardelli  PART II. INNOVATION IN TEACHING AND LEARNING EU IN HEI IN TIMES OF BREXIT Chapter 4. Brexit as breeding ground for problem-based learning; Dina Sebastião and Sara Dias-Trindade  Chapter 5. Using simulations to teach within UK higher education: an analysis of student perceptions of European studies-based simulations' pedagogical and other benefits; Karen Heard-Lauréote and Mark Field Chapter 6. Technological tools in teaching EU: a design thinking proposal; Emilio J. González and José M. Mella Chapter 7. Mixing teaching, research and expertise within the Jean Monnet Chair framework: the EUMedEA Crash Course; Stefania Panebianco Chapter 8. Regional dimension of teaching about the EU and entrepreneurship in Poland; Małgorzata Dziembała PART III. COUNTRY AND REGIONAL DIMENSIONS OF TEACHING EU: ISSUES AND IMPLICATIONS  Chapter 9. Teaching and learning the European Union in Romania: traditional and digital tools; Cristina Matiuta Chapter 10. Teaching EU in Hungary; Anna Molnár and Mónika Szente-Varga  Chapter 11. Teaching EU law in difficult times in Turkey; Feyza Basar Chapter 12. Turning the tide in curriculum development in teaching European studies in Africa; Samuel Ojo Oloruntoba, Christopher Changwe Nshimbi, and Dickson Ajisafe  Chapter 13. Teaching the EU, and teaching how to think: concluding remarks; Anna Visvizi, Mark Field, and Marta Pachocka

Anna Visvizi is Associate Professor, Deree College – The American College of Greece, Greece. Her expertise covers issues relevant to the intersection of politics, economics and ICT, in European and international contexts.  Mark Field is a Senior Lecturer in Public Policy and Politics, University of Portsmouth, UK. His research focuses chiefly on the impact of Brexit on British and European politics. Marta Pachocka is Assistant Professor, Institute of International Studies, SGH Warsaw School of Economics, and Head of the Migration Policies Research Unit at the Centre of Migration Research of the University of Warsaw, Poland. Her expertise covers migration studies and European studies.

• PART I. WHY BOTHER? – HIGHER VALUES AND THE UNIVERSAL CAUSE IN TEACHING EU REVISITED Chapter 1. What is at stake in teaching the EU in times of Brexit? – an introduction; Anna Visvizi, Mark Field, and Marta Pachocka  Chapter 2. "Why bother?”: learning and teaching about European Union politics; Cláudia Toriz Ramos  Chapter 3. Vision, not division: EU and EU citizenship in teaching about EU; Olga Bombardelli  PART II. INNOVATION IN TEACHING AND LEARNING EU IN HEI IN TIMES OF BREXIT Chapter 4. Brexit as breeding ground for problem-based learning; Dina Sebastião and Sara Dias-Trindade  Chapter 5. Using simulations to teach within UK higher education: an analysis of student perceptions of European studies-based simulations' pedagogical and other benefits; Karen Heard-Lauréote and Mark Field Chapter 6. Technological tools in teaching EU: a design thinking proposal; Emilio J. González and José M. Mella Chapter 7. Mixing teaching, research and expertise within the Jean Monnet Chair framework: the EUMedEA Crash Course; Stefania Panebianco Chapter 8. Regional dimension of teaching about the EU and entrepreneurship in Poland; Małgorzata Dziembała PART III. COUNTRY AND REGIONAL DIMENSIONS OF TEACHING EU: ISSUES AND IMPLICATIONS  Chapter 9. Teaching and learning the European Union in Romania: traditional and digital tools; Cristina Matiuta Chapter 10. Teaching EU in Hungary; Anna Molnár and Mónika Szente-Varga  Chapter 11. Teaching EU law in difficult times in Turkey; Feyza Basar Chapter 12. Turning the tide in curriculum development in teaching European studies in Africa; Samuel Ojo Oloruntoba, Christopher Changwe Nshimbi, and Dickson Ajisafe  Chapter 13. Teaching the EU, and teaching how to think: concluding remarks; Anna Visvizi, Mark Field, and Marta Pachocka