Cognitive and emotional interpretation of the EHEA by students on the Bachelor Degree of Primary Education of the Faculty of Education of UPV/EHU

The establishment of the European Higher Education Area (EHEA) process has resulted in a transformation of the university system and of all the agents involved. However, little has been researched from a students' experiences perspective, and their social interpretation of the changes that this innovative education has brought. This article aims to find out what's the subjective perception of students of Education through the analysis of the most meaningful self-perceived scenarios within the new university context as well as the thoughts (self-talk) and feelings linked to them. 388 scenarios-together with their related self-talk and emotions-described by 141 students (102 women and 39 men), compiled through listing technique, were examined. The information was analysed using the Reinert method via the Iramuteq software. The results revealed students' negative self-talk and emotions related to five main emerging topics: a) anger and rage when working as a team, b) depression, anxiety and rage in relation to the Final Grade Work, c) anxiety when delivering oral presentations, d) disagreement over compulsory class attendance and e) mixed emotions related to specific tasks. Some of these topics coincided with those found in previous studies and others result from the current university model. These findings imply the need for reconsideration of some methodological aspects related to the Bachelor's Degree in Primary Education in order to improve the future teachers' education and training.

Automated summary

The establishment of the European Higher Education Area has transformed the university system, but little research has been done on students' subjective experiences. This study found that students in education programs have negative emotions related to teamwork, final projects, presentations, attendance requirements, and specific tasks, highlighting the need for methodological reconsideration in teacher education.