Referentiality mechanisms in EU education policymaking: The case of the European Education Area

In 2017, the European Union (EU) initiated development of Education Area (EEA). The referentiality approach frames an original and timely inquiry into how EU policymakers explain reasons for EEA. This relies on thematic analysis relevant key policy materials, produced by Commission Council EU. findings highlight a range internal external mechanisms that use to justify Internal references are related mainly education traditions in as strong foundation EEA source its ideas; beliefs can help overcome interlocking crises has faced recent past area well more generally; organisation part functioning EU, with both mutually shaping each other. External used build this boost competitiveness EU's sector region world. These address important gaps our knowledge about policymakers' They enrich limited literature EEA, make theoretical contribution extending application call actors at all levels facilitate shared understanding ensure their work serves EEA's purpose.