Abstract:

In order to be able to analyse the subject of European Union economics, it is necessary to carry out a comparison before and after the Bologna process in Spain.

The characteristics of the Bologna ex ante studies were as follows:
- Three-year (bachelor's) and five-year (bachelor's) curricula
- Traditional teaching methods based on face-to-face master classes
- Many students per class
- A lot of theory and scarcity of practical classes
- Absence of curricular and extracurricular practices
- Little involvement of students and teachers in the ERASMUS/SOCRATES programme
- Very little use of ICTs
- Teachers who are not very active in the face of teaching innovation

And after Bologna they would have the following characteristics:
- Curricula of four (Grades) and one year (Master)
- Teaching methods based on master classes with complements of teaching innovation tools.
- Face-to-face classes with a tendency to semi-presential and even virtual (use of eLearning platforms) (Blackboard Learn, Moodle, ...)
- Greater focus on practical classes
- Existence of curricular and extracurricular practices
- A lot of involvement of students and teachers with the ERASMUS/SOCRATES programme.
- A lot of use of ICTs (digital natives)
- Teachers receptive to teaching innovation.

The aim of this paper is to analyse how the teaching of the European Union Economics course at the University of Almeria has evolved over the last twenty years.

Keywords:

European Union, Innovation, Tradition, Bologna.