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In just a short half century, the European Union (EU) has emerged as a paradigm of supranational, continent-based, integrated single economy with its micro- and macroeconomic parameters. The process began soon after World War II. The initial steps, which started with the Benelux Customs Union and the European Coal and Steel Community (ECSC) of France and Germany in 1951, soon progressed to the European Economic Community (EEC) in 1957 (see Chapter 1). A unique framework of Free Trade Area (FTA) came into existence. Its success called for the Single Europe Act (SEA) in 1986, followed by the Maastricht Treaty in 1992, whereby a select group of sovereign nation state economies on one common geography volunteered to become one single economy. The Amsterdam Treaty and the Treaty of Nice followed. The EU-25 as of 2004, on to the EU-27 as of 2007, became an epochal event.

The history and prospects of European integration are both fascinating and exciting. Analysts of every aspect of this process, including its cultural, economic, financial, historical, political, and social dimensions, should recall that its main rationale remains as it has always been, to permanently end conflict and to secure peace and prosperity for all Europeans. As the European Union's (EU's) own website (see http://europa.eu.int) points out Europe has been the scene of many and frequent bloody wars throughout the centuries. In the 75-year period between 1870 and 1945, for example, France and Germany fought each other three times with huge loss of life. The history of modern European integration commenced in earnest with the realization in the early 1950s that the best way to prevent future conflict is to secure more economic and political integration. This led to the establishment of the European Coal and Steel Community in 1951, followed shortly by the European Economic Community (EEC) in 1957. Since then, the process of integration and enlargement has progressed at varying speeds, but always moving forwards. In 1967, the founding institutions of the EEC were merged to form today's European Commission (EC), the Council of Ministers, and the European Parliament. The members of the European Parliament were initially chosen by the member governments of the EEC, but direct elections commenced in 1979, and have continued every 5 years since then. The Treaty of Maastricht created the EU in 1992 and established the process of economic and monetary union (EMU) that culminated in the introduction of the euro in 12 of the 15 Member States in 2002.

The theoretical contribution provided by the transitional theories has fundamentally helped develop a better understanding of the migration process, by showing how migration is interacting with other processes of development. They show that along with development, emigration is following an upside down ‘U’ shaped pattern, being overreached by immigration, while the region changes its migration profile from emigration to immigration. This was the case for the southern European states, which followed a rapid migration transition during the second half of the twentieth century. After large emigration to Western and Northern Europe, these managed to attract large immigration flows from the less developed countries in Africa and Latin America, but also from Eastern Europe after the fall of communist regimes. This chapter aims to test whether Eastern Europe is heading to the same migration transition pattern as the South and change their current status of net migration provider. Thus, the impact of the migration transition drivers in explaining net migration balance is analysed using a panel data for the 2000–2013 period. As a country can encompass both emigration and immigration regions, the current analysis is carried out at European Union (EU) regional level data (NUTS II), while controlling for the regional specifics and unobserved time effects. Overall, most of the factors which led to the migration shift, from emigration to immigration, in Southern Europe were proven to be fundamental at EU regional level as well. Migration flows were shown to be more sensitive to unemployment, urbanisation, segmentation of the labour market and active population share in the eastern as compared to the southern European regions. Nevertheless, accessing the transition drivers evolution during 2011–2013 period, eastern regions are still highly unattractive and their chances for becoming destination regions are currently at low levels.

This chapter identifies features of foreign economic policy of the Republic of Belarus determined by its multidirectional external economic relations and participation in the processes of international economic integration.

It is noted that in the last decade there has been an active search for opportunities to shift the focus in foreign economic policy, including geographic redirection of trade and investment flows, intensification of the search for a “niche” and new ways of incorporating into the world economic relations system, progress toward the liberalization of trade relations by means of multilateral and bilateral interaction formats.

This section assesses the motivation for the boost of the foreign economic policy of the Republic of Belarus in the context of aggravated geopolitical situation and the growth of protectionist tendencies and identifies obstacles to its implementation.

This chapter focuses on the main challenges of teaching and learning European Union (EU) issues, bearing in mind that the future of the EU is far from being granted, the shock of Brexit, and the new technological innovations. The purpose is to design a methodology for teaching EU using knowledge management and design thinking procedures. Knowledge management refers to information selection, acquisition, integration, analysis and sharing knowledge that takes place in an environment dominated by social networks in which technological links play a major role. The design thinking procedures, as a collaborative methodology, create groups of students in the classroom. Each group should represent an EU member state. Once groups are created, the teacher must give them a task that may include a problem that the EU has had to solve during its history. Then, individual groups must be asked to design a solution. A consensus among all participating groups on the proposed solution should be reached. To design a solution, based on a mind map, groups should be working inside and outside the classroom using technological tools and interacting through social media. At the end of this process, students must play a Kahoot to fix and clarify the key concepts of each lesson. This process must be repeated for all the chapters of the EU syllabus. The syllabus is made up of key issues of the EU. Students should be taken to discover how EU affects their lives and to wonder how they would be without the EU.