Katri Eeva

This article serves as an introduction to a Special Issue focusing on the nature, trajectories, and boundaries of contemporary European Union (EU) education governance. The Special Issue comprises four papers, which draw on original empirical research and employ different theoretical outlooks and methodologies. This introductory article situates these papers in the current scholarship on EU governance and Europeanisation. Arguing that the papers together demonstrate the significant advance of Europeanisation in the governing of European education systems since the late 1990s, we discuss the epistemic gains, complementarities and emphases of the four papers. Finally, we identify pertinent issues for further research.