Governing the Europeanisation of Philology Teacher Education: Policy Alignment, Quality Assurance, and Digital Competence in Ukraine and Poland

Abstract

Europeanisation of philology teacher education is often inferred from policy references, credit compatibility, mobility, or digital-tool use, although none of these indicators demonstrates professional competence. This study examines how European Higher Education Area, European Union, Council of Europe, Ukrainian, and Polish instruments can be translated into assessable curriculum decisions while preserving national authority and disciplinary specificity. A structured qualitative document analysis and design-oriented comparative synthesis was conducted on a closed corpus of 47 items: 20 legal, policy, quality-assurance, professional-standard, and project documents; 26 scholarly publications; and the originating conference abstract. The project context is the Erasmus+ Jean Monnet Module “Roadmap for Integrating EU Policies and Strategies on Economic, Social, and Territorial Synergy in Polish Higher Education through Digital European Studies” (ROAD2EU; Grant Agreement No. 101235886 – ROAD2EU – ERASMUS-JMO-2025-HEI-TCH-RSCH). Deductive coding, functional comparison, and a claim–evidence audit generated four linked analytical instruments and a worked micro-case. The analysis distinguishes policy visibility, designed alignment, enacted practice, demonstrated competence, institutionalisation, and transfer. It concludes that Europeanisation should be treated as contextual translation supported by explicit jurisdiction, assessment criteria, retained evidence, and AI/data safeguards. The instruments require empirical validation; they do not demonstrate realised learning or institutional outcomes.