The current European context is characterised by the emergence of socio-political tensions that threaten to derail the cohesion objectives traditionally promoted by the authorities of the European Union. With EU citizenship in the shadow of Brexit, the fear of dismemberment of the current Europe of the 28 looms over a renewed debate on concepts like European identity, European citizenship or EU legitimacy and the involvement of its constituents in European affairs, as well as the role of education for promoting democratic awareness among young Europeans. This work aims to collect, appraise and synthesise qualitative evidence obtained in primary research exploring the perceptions of European university students about their civic and cultural identity. This systematic analysis sets out to identify predictors of positive self-identification with the EU and its institutions, focusing on the impact that different educational interventions have had on the attitudes and perceptions expressed by university students, and the importance of foreign language learning in the results obtained. The authors report their assessment of quality of the findings in a Cochrane-style qualitative evidence synthesis (QES), based on the GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) method. The 12 informed findings described in this study support decision-making in future education policy formulation.

中文翻译：

---

大学生对欧洲的代表和作为欧洲人的自我认同：定性证据的综合，用于未来的政策制定

当前欧洲的环境特征是出现了社会政治紧张局势，有可能破坏传统上由欧洲联盟当局推动的凝聚目标。随着欧盟公民身份在英国退欧的阴影下，人们担心重新辩论目前的28个欧洲国家，这是因为人们重新讨论了诸如欧洲身份，欧洲公民身份或欧盟合法性以及其三方成员参与欧洲事务等概念。教育在欧洲年轻人中促进民主意识的作用。这项工作旨在收集，评估和综合在初步研究中获得的定性证据，这些研究探索了欧洲大学生对其公民和文化特征的看法。这项系统的分析着手确定与欧盟及其机构积极自我认同的预测因素，重点在于不同的教育干预措施对大学生表达的态度和看法的影响，以及在结果中外语学习的重要性获得。作者基于GRADE-CERQual（定性研究评论中的证据置信度）方法，以Cochrane式定性证据综合（QES）报告了他们对发现质量的评估。本研究中描述的12个有根据的发现支持未来教育政策制定中的决策。以及在结果中外语学习的重要性。作者基于GRADE-CERQual（定性研究评论中的证据置信度）方法，以Cochrane式定性证据综合（QES）报告了他们对发现质量的评估。本研究中描述的12个有根据的发现支持未来教育政策制定中的决策。以及在结果中外语学习的重要性。作者基于GRADE-CERQual（定性研究评论中的证据置信度）方法，以Cochrane式定性证据综合（QES）报告了他们对发现质量的评估。本研究中描述的12个有根据的发现支持未来教育政策制定中的决策。