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This chapter explores the specificities of learning and teaching on European Union politics, in the context of higher education, and in particular to students who are not graduating in politics or international relations. It is the author’s contention that a core issue to tackle is motivation, that is, the answer to the question: “What is it that makes a student, probably a young person, want to learn about politics?” and, if the teaching–learning activity occurs in a context where the course is compulsory and motivation scarce, then “How to reach the student, in order to raise his/her interest on the topic?” The deep roots of the answers to these questions lie in issues of political socialization, political culture and democratic participation. Where such culture is already embedded, class work can be based mostly on tackling up-to-date topics of public discussion, and in the reinforcement of framework knowledge. However, when politics is not a topic perceived as relevant by the students, raising their awareness becomes the first task. This chapter describes teaching strategies that can act as triggers for involving students in debates on politics and for increasing their curiosity on issues concerning the European Union. In times of Brexit and multiple crises, this may become a tricky process, since a lot of information is available in the public space, but a substantial part of it is negative on the EU itself. Furthermore, in a context of ever-growing technological sophistication, the abundance of new tools also requires from the teacher new skills to reach the students. This chapter is constructed with reference to the relevant literature and on the basis of the author’s own teaching experience and ends with a reflection on the possibility of teaching a democratic political culture, notably on the matter of the European Union.

Democracy requires free speech, but the channels for free speech and communication vary across time and place. With reference to ongoing democratization processes, or to potential ruptures inside of authoritarian regimes, the role of mass communication, both by means of the conventional press and the internet, is an unavoidable topic of study.

The chapter examines the specificities of the internet as a “public sphere” for processes of regime transition, notably its transnational character, its potential for informal communication, its interactive character, the networking capacity it creates, and its medium-term political socialization potential. It also covers new censorship strategies designed by states to limit the freedom of the internet.

The role of the internet in fostering democratization in four African cases (Tunisia, Egypt, Angola, and Zimbabwe) is then studied, namely by considering material infrastructures, underlying socio-cultural conditions, and the efforts made by governments to curb its political effects.

The conclusion discusses the potential of the internet for fostering the breakup of authoritarian regimes and subsequent democratization processes, with reference to the African cases studied.

The Internet and digital technologies have become part of our life, essential for a lot of daily activities and new powerful means of communication as well, able to invigorate the traditional forms of interaction between citizens and public institutions. The chapter examines their spread across the European Union, and particularly in Romania, and their potential to promote transparency and accountability within the public institutions, to fight against corruption and to expand citizens’ social mobilization. Even if Romania has much to do to provide quality online public services, to increase the efficiency in public administration, and to improve the communication between citizens and institutions, the examples and best practices mentioned in the chapter highlight the potential of ICT both as anti-corruption and participatory tools.

“Teaching the European Union” is a term as elusive as the notions of “EU Studies” or “European Studies,” both discussed and debated by generations of scholars and practitioners. The case of the EU, and of the art of teaching EU-related content, is one of the most striking examples, where the emphasis on values and principles cannot be passed by indifferently. What is being taught and how it is being taught have a direct impact on the trajectory of the European integration process today and in the years to come. The objective of this introductory chapter is to offer a brief insight into the book’s context and the book’s relevance. Against this backdrop this volume’s content is outlined. A few points for the readers to consider follow.