College of Europe in Natolin Activity Report 2025

COLLEGE OF EUROPE IN NATOLIN ACTIVITY REPORT

COLLEGE OF EUROPE IN NATOLIN

ACTIVITY REPORT VOL. 2

EWA OŚNIECKA-TAMECKA

EDITOR-IN-CHIEF

COLLEGE OF EUROPE IN NATOLIN WARSAW, OCTOBER 2025

Back view of the Natolin Palace, which dates back to 1780.

HISTORY AND MISSION OF THE COLLEGE OF EUROPE IN NATOLIN

Our long-standing mission at the College of Europe in Natolin has been to prepare our students to think beyond disciplinary boundaries and preconceptions, to encourage them to build bridges especially where there are walls and to take longer and a broader view of Europe and the world.

We aim to prepare our students for a life of commitment and service. During their year of study, our students build together a true community of diversity, mutual respect, and collaborative growth.

We have recently celebrated the 30th graduation ceremony at the College of Europe in Natolin. It seems appropriate, therefore, that this Activity Report should look back and take stock of Natolin’s development over the past almost two decades, a period during which our institution has experienced significant growth and change. Its reforms and achievements are outlined in this second volume of our Activity Report.

The period covered by this report begins in 2008, the year that marked the beginning of the global financial crisis. This period includes the coronavirus pandemic of the early 2020s and the (still ongoing) Russian war in Ukraine and the Middle East. Each of these events presented us with a different set of challenges, whether temporary declines in student enrolments, increased

financial costs, imposed lockdowns, or heightened concerns about the health, safety and security of our students.

These challenges notwithstanding, during this period, the College of Europe in Natolin increased the number of students from 83 to 120+ and the number of applications to the College where Natolin was marked as the first choice has risen by 441 per cent; we established 2 fully-fledged Academic Chairs, and solidified a vast network of academic professorship, staff and collaborators. We have also reinforced the small yet comprehensive professional administrative structure previously established, profoundly modernised the conceptual and technological aspects of the learning process, and strengthened group and individual cooperation with students and their representation.

To understand how we rose above these impediments to write this success story, let us trace briefly how our adventure began and what mission has guided us all along.

HISTORY

Since its foundation in 1949, as a precursory institution of European integration, the College of Europe has always anticipated the future.

The College of Europe was established by a decision of the Hague Congress of 1948, considered by many to be the founding event of modern European integration. When the College opened its doors in 1949, only four years had passed since the carnage and destruction of the Second World War. Young Europeans living and learning together, imagining a Europe of peaceful cooperation – when only a few years earlier they had been training to kill each other – was a project that might have been considered visionary or even outlandish. But the experiment succeeded. The College of Europe became the first truly European educational institution of the post-war period, preparing generations of young people for a new European future.

Based then in the city of Bruges, Belgium, the College of Europe’s first preparatory class in 1949 included students from Austria, Belgium, Bulgaria, France, Germany, Greece, Hungary, the Netherlands, Poland, the United Kingdom, and the United States. Within a few years, however, students from the Central and Eastern European countries that had fallen under communist rule had all but disappeared from the rolls. This was at least in part a failure of the College to live up to its original vision of a truly pan-European institution of higher learning, a failure imposed by the historical forces that had divided Europe.

As an institution, the College of Europe was largely shaped during the long tenure (1950-1972) of its first Rector, Hendrik Brugmans †, a visionary pioneer of

The Hague Congress of 1948, during which the decision to establish the College of Europe was made.

Ewa Ośniecka-Tamecka, Vice-Rector of the College of Europe.

European education. It was perhaps no coincidence, however, that the College in Bruges was next entrusted to Jerzy Łukaszewski †, a Pole whose motherland was then still locked behind the Iron Curtain. Łukaszewski devoted 30 years of his life to the College and served as Rector for 18 years (1972-1990). From the first year of his rectorship, Jerzy Łukaszewski introduced groundbreaking reforms that continue to shape the College of Europe today. His ideal had been to realise the original vision of the College of Europe defined in 1948: to underline the necessity of European unity

This could only be achieved after the momentous changes that began in 1989, which brought the collapse of the Soviet Union, the end of the Cold War, and the fall

of communism in Central and Eastern Europe. For this reason, Jerzy Łukaszewski is rightly regarded as one of the founding fathers behind the establishment of the sister campus of the College of Europe in Poland.

By establishing a presence in Central Europe, the College anticipated the enlargement of the European Community, focusing on the reintegration of a Europe unnaturally divided. By admitting students from both EC/EU member states and from Central and Eastern Europe, the institution helped to lay the groundwork for European integration as it assisted these countries in their transition to a market economy.

In a way, Natolin became a pilot project for bridging the East-West divide. The idea was to form a single community – living and learning under one roof about the prospects for a new, wider, reintegrated Europe. From the outset, Natolin was intended to host a body of students from both the East and the West that reflects the overcoming of this divide, thus creating the opportunity for a genuinely balanced dialogue

Today, after three decades of existence, we can say with certainty that the decision to create and consistently develop Natolin has been crucial to the development of the College of Europe as a whole. Bruges and Natolin do not represent the centre and the periphery of Europe or of the College, but rather two complementary faces of one European educational institution working closely together to fulfil its unique role and mission. It is of great benefit to the College as a whole that, while Bruges lies close to the institutional centre of Europe, Natolin is located at the centre of the wider Europe, in a place that has been highly symbolic of the fate of the vicissitudes of the continent, not only in the 20th century.

MISSION

From the outset, the mission of the College of Europe has been to offer postgraduate education in European integration in its broadest sense – examining the challenges and potential of the idea of European

integration in the fields of economics, law, politics, and international relations. The College’s core mission did not change with the reintegration of our continent. Future policy-makers, leaders and administrators still needed to be educated in European decision-making, law, economic policies, financial rules and regulations. The aim has always been to prepare students for crucial and committed championship roles requiring a strategic understanding of European issues, whether at national, regional or international level, or in the public or private sector. This aspect has also been an integral part of Natolin’s mission

Natolin’s mission has also embraced an equally crucial role in educating about Central and Eastern Europe –including the complex history, politics and socio-economic issues that these countries bring to the European experience.

Ever since its foundation, the College of Europe in Natolin has been home to the academic programme of European Interdisciplinary Studies, regularly adapting its content to the changing international context. Thus, in the 1990s and 2000s, EU enlargement and the processes of transition, transformation, and reintegration of the European continent were a key element of the College curriculum. Indeed, many Natolin graduates – both from the EU and from the then candidate countries – were negotiators of these accession agreements.

After the biggest enlargement wave in 2004, then in 2008, and in 2013, the academic programme continued to respond to the growing need for experts in European integration processes. But it also built on the previous enlargement focus to prepare for a new and broader mission: projecting EU policies outwards to the immediate neighbourhood and, eventually, to possible future enlargements

Over the past decade and a half, building on its expertise and accumulated experience, the College of Europe in Natolin has become a recognised centre of excellence and knowledge hub in two additional academic fields. In 2011, the College re-founded the European Civilization Chair, whose research and teaching activities have

contributed to Natolin’s approach of taking a ‘longer view of Europe’. Special scholarships were established for history graduates who wished to broaden their knowledge of the integration processes in Europe.

Natolin’s second new focus was on European neighbourhood policies and strategies and the EU’s neighbours as such. Natolin’s European Neighbourhood Policy (ENP) Chair, established in 2012, has contributed significantly to the academic offer and research on these issues. This expansion of the College’s expertise to a ‘broader view of Europe’ was accompanied by a new scholarship programme – the ENP scholarships – which allows students from both the EU and the neighbourhood countries to hone their specialisations and Master’s theses in European neighbourhood-related issues. In addition, in response to changes in the EU’s agenda and its own experience in enlargement processes, Natolin has since 2017 sharpened its focus on the Western Balkans, monitoring these countries on their path towards EU accession and deepening its expertise on the region.

The Natolin formula provides the opportunity for a broad understanding of the demands of the present and preparation for those of the future. The overall aim remains what it has always been – to prepare graduates to support European cause, and to contribute to the wider debate on the challenges that European integration brings. Ever-responsive to the evolving political and economic situation, and following the continuously growing interest among prospective students, Natolin’s programme will build on the courses that have increasingly focused on security- and geostrategy-related issues and will further develop this specialisation.

Over the years, the mission of the College of Europe in Natolin, determined to some extent by its geographical location, has been reinterpreted. The post-Cold War rapprochement and the subsequent reintegration of Europe has increasingly become the starting point for a profound understanding of the many differences that characterise modern Europe, and not just those of a regional or historical nature.

Jacek Saryusz-Wolski, Plenipotentiary for European Integration of the Polish government, Gabriel Fragnière †, Rector of the College of Europe in Bruges, and Jacques Delors †, President of the European Commission, inaugurated the College of Europe in Natolin on 26 May 1994.

Northern Europe and Southern Europe, post-industrial Europe and still manufacturing Europe, green Europe and hydrocarbon Europe, globalised Europe and indigenous Europe, Europe of the growing number of the pensioners and Europe of the young struggling to navigate today’s labour market, a digitally advanced Europe and Europe relying on hard copy or crafts, Europe fully open and Europe protecting its separateness, Europe seeking to invest in its own collective security and Europe of an alliance with the US, Europe prioritising shared values and Europe of contractual benefits – these and other dividing lines and debates now run not across countries but through their regions and cities. Natolin’s mission now includes academic focus on these issues.

The College of Europe in Natolin is determined to remain a centre of excellence and a hub of knowledge in interdisciplinary European studies, especially as they relate to European integration and the internal and external dimensions of the EU. Notable areas of focus include history of Europe, European civilisation and cultures, EU enlargement processes and the European neighbourhood strategies , but also climate and energy transformation, security and geostrategy, migration and human rights, religion and politics, and digital transformation. All of these emphases are reflected in the specific course offerings of the EIS programme, as well as in the College’s research and publishing agenda.

A complementary objective at Natolin is to promote social inclusion, which involves enhancing civic and intercultural

Jacques Delors †

VISITED NATOLIN IN 1994

PRESIDENT OF THE EUROPEAN COMMISSION (1985–1995)

Le Collège d’Europe à Natolin c’est plus que le symbole de l’Europe retrouvée, c’est l’espoir qui s’incarne ici, dans ce beau lieu chargé d’histoire. L’espoir que les échanges se multiplient pour plus de compréhension mutuelle et, osons le dire, de fraternité. L’espoir que la noble mission d’éduquer trouve ici à s’exprimer, à se réaliser par un centre d’excellence. Longue vie et pleine réussite au Collège de Natolin.

competences, reducing disparities between students and promoting economic and social convergence on an interpersonal basis. Recognising that education is often the solution to political, economic and social exclusion, Natolin does what it can to contribute to a cohesive society . In particular, it fosters a unique intercultural, multilingual, and inclusive community of learning that binds students and faculty together through mutual understanding and respect. Inculcating these attitudes on a wider scale will be crucial to the future prospects for peaceful and stable developments in Europe and beyond.

Thanks to its specialised expertise, the College of Europe in Natolin has been designated an ‘ institution pursuing an aim of European interest’ and has been listed as such since 2013, currently in the Regulation (EU) 2021/817 of the European Parliament and of the Council of 20 May 2021 establishing ‘Erasmus+’: the Union programme for education, training, youth and sport and repealing Regulation (EU) 1288/2013. The College of Europe in Natolin shares this select status with six other renowned higher educational institutions: the European University Institute in Florence, the College of Europe in Bruges, the European Institute of Public Administration in Maastricht, the Academy of European Law in Trier, the European Agency for Special Needs and Inclusive Education in Odense, and the International Centre for European Training in Nice (Art. 8).

Consequently, since 2002 the College of Europe in Natolin has benefitted from an operating grant from the European Commission. This reflects the Union authorities’ assessment that the College of Europe in Natolin is ready and able to fulfil its mission, and that it has put in place prudent and responsible financial management and controls

Since 26 October 2017, the College of Europe in Natolin has been a holder of the Erasmus Charter for Higher Education (ECHE). As one of the participating institutions of this programme, the College has committed itself to working for a mutually beneficial dialogue between the academia, civil society, and policy-makers.

The EIS programme at Natolin , like all academic programmes at the College of Europe, has been fully accredited by the Dutch-Flemish Accreditation Organisation (NVAO: Nederlands-Vlaamse Accreditatie Organisatie) since 2010.

With the establishment of new scholarship schemes, the refinement and accreditation of the academic programme, the expansion of the extracurricular activities, the creation of two Academic Chairs, the expansion of the library resources, the launch and development of the Natolin Language and Intercultural Dialogue Office, the strengthening of the technological embedding, the design and implementation of new communication and recruitment strategies, and the implementation of new methods of budget planning and execution, the College of Europe in Natolin has been relentless in writing the different chapters of its success story.

Such a dynamic growth of the College of Europe in Natolin would, of course, not have been possible without the involvement of a large group of people and many institutions both within and outside the European Union. Over the last years in Warsaw, we have constantly sought to build on the achievements of the previous College of Europe Vice-Rectors heading the College of Europe in Natolin: Ettore Deodato (1993), David Lewis † (1994–1996), Jacek Saryusz-Wolski (1996–1999), Piotr Nowina-Konopka † (1999–2004) and Robert Picht † (2004–2007). A word of profound thanks is also due to the governing bodies, professors and administrative staff of our sister campus in Bruges. Above all, we need to express our sincere and heartfelt gratitude to the past and present Rectors and to the Presidents of the (Bruges) Administrative Council.

Neither the successes of 2008–2025, nor the publication of this report would have been possible without the support of many friends of our institution, our Executive Board and, above all, those who work and have worked at the College of Europe in Natolin, as well as at the foundation Natolin European Centre (Centrum Europejskie Natolin, CEN), which has managed and maintained this historical site, whose great beauty

continues to amaze us daily, from the very beginning of this extraordinary project.

Above all, we have consistently built a unique ‘Natolin community’ with a team-oriented work culture and a highly committed esprit de corps. The location of the campus and its unique historical and contemporary infrastructure, as well as the stunning surroundings of the Natolin nature reserve, all of which require special care, maintenance and engagement, have been particularly conducive to the building of this internal cohesion.

Natolin’s uniqueness has been created in no small part by its students. Not only do they study here, but they also live here, relax here, and engage in all sorts of extracurricular activities, both formal and informal.

Over the years, many of them have given considerable amounts of their valuable time to our community, as student representatives, as organisers of all sorts of enterprises and events, and often simply as unique characters whom we will never forget. They have all helped to make Natolin what it is today.

Natolin is today, as it has been for the last three decades, an institution that continues to adapt optimistically to the spirit of the times.

Ewa Ośniecka-Tamecka Vice-Rector of the College of Europe (2007–)

Over 3,300 graduates have completed their studies at Natolin since 1992.

Closing Ceremony of the academic year held in the Natolin Park.

EXECUTIVE SUMMARY

The offer of the College of Europe in Natolin is composed of three overarching but distinct categories: knowledge, capacity building, and campus experience

The knowledge category consists of a one-year programme leading to a postgraduate advanced Master of Arts in European Interdisciplinary Studies (EIS), as well as the programmes of the European Civilization Chair and European Neighbourhood Chair, and the so-called Natolin Nests, which help students to find workable answers to their research inquiries.

The programmes in the capacity building category enable students to achieve their professional and personal goals by developing their capacity outside the core academic curriculum. They include Language Programmes (with 8 languages and certificates of proficiency), the Professional Development Programme (equipping students with relevant skills, professional development, and career planning) and the Practice and Apply Lab.

No Natolin student’s journey would be complete without the campus experience category. Students constantly engage in activities that build the Natolin community, in intercultural dialogue, visits to places that are important for today’s identities in Europe and its neighbourhoods, and are provided with a wide range of social activities,

sports, and counselling to help them make the most of their time at Natolin.

The years described in this report have been a period of deliberate and systematic change at Natolin. The core academic curriculum has been expanded and strengthened, with a significant increase in courses and extracurricular activities offered, and increase in the number of candidates to study. Natolin’s institutional strength and research capacity have been reinforced, new external partners have been found, and finances have been placed on a sound and sustainable footing

This progress has not been achieved by passively preserving the old institutional framework. Rather, by reorganising and consolidating many of the College’s activities into functional units with well-staffed teams capable of delivering high-quality content, the College of Europe in Natolin has been able to devote an increasing proportion of its total budget to teaching and research (44.9% in 2024 compared to 25.5% in 2009). This included a significant increase in the size of the visiting faculty, the establishment of the two Academic Chairs at the College of Europe in Natolin and significant additions and refinements to the academic offer at Natolin.

NATOLIN AS A LEARNING AND TEACHING COMMUNITY:

A STUDENT-CENTRED APPROACH

While today an interdisciplinary approach to education and academic research is considered an asset or even a necessity, this belief was not so widely held twenty-some years ago, when it influenced the design of the innovative European Interdisciplinary Studies (EIS) programme at the College of Europe in Natolin. Interdisciplinary methodology has been the driving force behind Natolin’s academic undertakings ever since. It has proved to be an indispensable means of exploring the complex, interdependent landscape of the modern world and of Europe itself.

The EIS postgraduate programme is open to graduates from a wide array of nationalities, academic specialisations, and socio-economic backgrounds. Its commitment is to provide future experts in EU and beyond with a comprehensive, complex and interdisciplinary understanding of the European integration process. The curriculum covers both the internal and external dimensions of the EU, with a focus on the EU’s wider neighbourhood.

Thus, the EIS programme focuses on ‘Wider Europe’ and seeks to give its students a broader perspective, by:

integrating knowledge from a wide spectrum of disciplines, such as political science, international relations, law, economics, sociology, history, and philosophy, to help grasp the full complexity of studied phenomena;

exploring new challenges and emerging areas of study in European affairs, such as European security and defence, energy transition and security, the demographic crisis, or digital transformation and new technologies;

focusing its attention on the EU’s immediate neighbours as well as its global partners.

In 2014, 2021 and 2025, special task forces were set up to review the academic programme at Natolin, based on extensive consultations with staff and students. These have led to substantial reforms of the curriculum.

In particular, Natolin students can now specialise in one of four majors: EU Public Affairs and Policies; The EU and the World; The EU in the Wider Europe and its Neighbours, and European History and Civilisation

Two one-week study trips, obligatory for each student – to EU institutions, EU Member States and the EU’s neighbours, including candidate countries – are an integral part of the EIS programme. The study trips are a unique endeavour of the College of Europe in Natolin, designed to impart knowledge and experiences that cannot be conveyed by traditional means. Their inestimable value lies in a harmonious blend of distinctive and carefully considered features. Between the academic years 2009/2010 and 2024/2025, Natolin has organised 83 study trips for its students to 27 countries

As part of the overhaul of the core curriculum, new course categories were introduced with an enhanced emphasis on interactive formats such as workshops, simulations, compact seminars, and masterclasses. The main aim was to streamline and strengthen the transition from the introductory EIS curriculum to the specialised curriculum, especially in the second semester of the programme. The curriculum is bilingual (with coursework in English and French) and is revised annually to adapt to new developments, priorities, and needs. More online tools and digital innovations have been embedded into the curriculum and campus life, especially during and after the COVID-19 pandemic. Although this was a challenging and traumatic period, Natolin succeeded in using it to implement new ideas and innovative solutions for the benefit of the entire learning and teaching community and for its future.

Natolin’s revamped offer features a wide range of extracurricular activities and events – such as international conferences, high-level guest lectures and roundtable debates – that allow students to interact with eminent

scholars, public officials, and leading practitioners in many fields. This is part of a wider effort by Natolin to help students bridge their academic and professional lives.

The College of Europe in Natolin has consistently focused on preparing students for successful careers. In the period 2008–2014, support was provided by a single Student Affairs Officer. In response to growing needs and an increasingly demanding job markets, the Natolin Careers Service was created in 2014 and has been coordinating its functions with the Student Affairs and Professional Development Office (SAPDO) since 2024.

The ever-expanding and evolving offer of workshops, meetings with alumni and career advisors, and oneon-one coaching sessions, have clearly helped College graduates, with the average time taken to secure a first job or internship falling from five months in 2009 to just two months in 2024. More attention is also being paid to the development of versatile personal abilities that UNESCO describes as ‘transversal skills’ – including cross-cultural communication, international negotiation, debating, and leadership. These are instilled through the core EIS curriculum – where most courses include discussion, presentations, and role-playing – and where strict standards and deadlines require students to demonstrate resilience, flexibility, and the ability to manage large workflows independently.

Outside the classroom, students are assisted by the Student Affairs Office. Its mission is to foster an inclusive community that allows students to transcend cultural barriers, challenge stereotypes and learn freely from each other. Activities supported include student-led initiatives, which are an important part of life at Natolin. The office also balances the demanding academic programme with a range of recreational and sporting activities, from choir rehearsals to football. We have also developed strong links with local NGOs, giving students practical experience and another networking opportunity. Since the adoption of the Standing Orders for Student Representation and Student-Staff Consultation in 2018, student representation has played an increasingly strong and constructive role on campus.

The College of Europe in Natolin has fostered an environment that embraces diversity, cultivates inclusion and empowers its students to thrive both personally and professionally. By bringing together people from a wide range of cultural, academic and professional backgrounds, the Natolin campus has created a vibrant community where ideas flourish, and lifelong connections are forged. We treat our students with respect, recognising their maturity, autonomy, and ability to deal with the various day-to-day issues and chores they face in their lives on and off campus. We provide support and organise activities outside the academic curriculum to contribute to professional and personal development, to facilitate cultural exchanges and to promote the civic engagement of Natolin students.

Mastering foreign languages and intercultural communication is vital in today’s mobile, interconnected labour markets. Created in January 2008, the Natolin Language Service (since 2019 the Languages and Intercultural Dialogue Office, LIDO) responds to this need and at the same time meets the Erasmus+ objective “to improve the teaching and learning of languages and to promote the Union’s broad linguistic diversity and intercultural awareness”. The languages offered have expanded from English and French to the current eight languages offered, including Arabic, German, Italian, Polish, Russian and Spanish – all taught at all levels of the Common European Framework of Reference for Languages ( CEFR ). In addition, the annual Summer Language Academy prepares incoming students for their bilingual studies at Natolin.

One of the pillars of the LIDO curricula is intercomprehension, a new approach to language learning and multilingualism that responds to the expectations of language users in multilingual societies and denotes the need to achieve greater autonomy in linguistic contacts. LIDO experts have designed and delivered special workshops. These allow participants to learn how to avoid cross-cultural misunderstandings, build effective professional and personal relationships and develop their linguocultural competence

NATOLIN AS A CENTRE OF EXCELLENCE IN RESEARCH AND ACADEMIC INNOVATION

The reporting period also saw the College of Europe in Natolin develop into a centre of excellence for research and academic innovation.

A turning point came in 2011/2012 when, following a decision by the European Parliament, the European Civilization Chair was re-founded, and the European Neighbourhood Chair was established at Natolin with funding from the European Commission. These Academic Chairs contribute directly to two of the four majors of the EIS programme (European History and Civilisation and The EU in the Wider Europe and its Neighbours, respectively), as well as to other specialised courses and the supervision of Master’s theses. In addition, special scholarships were established for history graduates who wished to broaden their knowledge of the integration process in Europe, as well as for those coming from the EU’s neighbourhood and EU Member States interested in ENP-related issues.

Just as importantly, the Chairs and their staff have become the core for academic research, organising international conferences, symposia and high-level lectures, while producing publications in different forms and through various publishing outlets. Between 2014 and 31 December 2024, these publications included 243 books, edited volumes, textbooks, monographs, book chapters and research publications, peer-reviewed academic articles, op-eds, policy-oriented reports and consulting pieces, working papers and book reviews.

In less than a decade, through energetic and committed leadership, the Chairs have become internationally recognised hubs for knowledge on crucial issues such as revolutionary movements in Eastern Europe and the EU’s relations with its neighbours to the East and South. The landmark Three Ukrainian Revolutions (3R) project, conducted in cooperation with distinguished partners such as Harvard University, the Kyiv-Mohyla Academy, and the Centre d’études des mondes russe, caucasien et centre-européen (CERCEC, Paris), has assembled a unique

oral history repository of Ukraine’s political and social transformations since 1991. The scholarly yield to date includes an international conference, four major symposia, two seminars, and the publication of four collective volumes.

Staff of the European Neighbourhood Chair have published the first-ever handbook on the EU’s Neighbourhood Policy framework (Routledge 2018), as well as nine monographs and edited volumes, more than 50 peer-reviewed articles, 40 book chapters, and 50 policy briefs and op-eds.

The Chair’s flagship project , the ENP PhD Summer School, during its nine editions, has brought more than 100 doctoral students from leading institutions to the College of Europe in Natolin between 2013 and 2021, to analyse a selected topic in European foreign policy and the eastern and southern dimensions of the ENP, thereby helping to advance the participants’ PhD dissertations. The unique interdisciplinary programme combined lectures by leading scholars, experts, and practitioners with the opportunity for participants to present their PhD projects and benefit from expert feedback.

In addition, since February 2014, the Chair has offered postdoctoral fellowships , giving researchers in the early stages of their careers the opportunity to temporarily reside in Natolin and work with the European Neighbourhood Chair, benefiting from its expertise and developing their academic competencies.

The European Neighbourhood Chair has also been an active partner in international consortia funded by the European Union’s Horizon 2020 research grants. These include MEDRESET (A comprehensive, integrated, and bottom-up approach to reset our understanding of the Mediterranean space, remap the region, and reconstruct inclusive, responsive, and flexible EU policies in it) (2016–2019), ENGAGE (Envisioning a New Governance Architecture for a Global Europe) (2021–2024), and more recently REUNIR (Resilience, Enlargement, Union, Neighbourhood, International Relations Future-proofing EU security, enlargement and Eastern neighbourhood policies for a new age of international relations) (2024–2027).

Another example of innovation at the College is a new series of interdisciplinary thematic hubs, or ‘Nests’, launched in 2018. Their aim is to combine academic teaching and research with a practical, policy-oriented approach. The Natolin Nests incorporate the extracurricular and professional activities of students, with the support and involvement of external partners. Four Natolin Nests were established for the 2018/2019 academic year, which have been progressively updated and consolidated into the current five Natolin Nests for 2024/2025: Climate and Energy Transition, Migration and Human Rights, Digital Transformation, Geostrategy, and Religion and Politics. Based on the activities of the Nests, in particular the conferences organised by the students, the College of Europe in Natolin publishes edited volumes, which are part of the Natolin Nests Series, that contribute to knowledge and analysis in the respective fields. To date, two volumes have been published in this series, in 2022 and 2024; the third volume, External Partners in the EU’s Energy Transition: New Dependencies or Similar Challenges? has been released in June 2025, while the fourth volume is scheduled for publication in the second half of 2025. As part of the further expansion of Natolin’s innovative offer, the Practice and Apply Lab has been launched. The Lab’s activities include workshops on writing policy papers and op-eds, podcast production, fact-checking, and disinformation detection. By bridging theory and practice, the Lab provides students with the essential skills needed for impactful careers, thereby reinforcing the Nest framework’s practical focus.

Over the past 15 years, the College of Europe in Natolin has progressively developed its executive education activities. Based on the considerable experience and expertise in the development and delivery of training built up over time, Natolin has devised a robust educational offer for different groups (from a dozen to hundreds of participants), in particular on topics relevant to EU neighbourhood and candidate countries. The programmes aim to further strengthen administrative capacities of the beneficiaries and cover topics such as policy coordination for EU affairs, accession negotiations, legal harmonisation with EU law, and EU policies and their enforcement, and are delivered

in various formats, including on-site, online (including e-learning), and blended learning. Natolin’s expertise is internationally recognised and has led to partnerships with numerous institutions, including the European Commission, the OSCE, the World Bank (including the Coal Regions Learning Academy (CRLA) for the Western Balkans and Ukraine, and the Just Coal Transition Platform for Southeast Asia), the Asia-Europe Foundation (ASEF) along with the ASEF Young Leaders Summit, and national administrations.

Our executive education programmes have flourished in number and size, and we have often been invited by our partners to continue working together in the development and deployment of new training activities.

The College of Europe in Natolin is also home to the EU Diplomatic Academy study trip, funded by the EU, which allows EU diplomats and officials to familiarise themselves with the current security situation on the EU’s eastern frontier and to analyse, together with experienced experts and politicians, possible developments in this regard, including the consequences for the global security architecture in the coming years. Since 2025, Natolin will host the EU Diplomatic Programme for the Enlargement Region.

Libraries are the heart of any reputable educational institution, and the Natolin Library has made great strides in the last decade and a half. Its resources on European issues, EU neighbourhoods, and transatlantic, regional and global affairs are respected by specialists, reinforcing its status as a European Documentation Centre (EDC) and coordinator of the Polish EDC network Natolin’s European studies library is one of the most comprehensive in Central Europe, and its holdings have grown by more than 84% over the past 16 years. More than 42,000 volumes are complemented by access to online collections of electronic journals and e-books. In addition to institutional subscriptions to core journals, the Natolin Library offers access to packages of thousands of e-journals from JSTOR, Oxford University Press and Taylor & Francis / Routledge. The e-book collection is constantly updated with new titles available on the Oxford Scholarship Online (OSO) platform,

a vast and rapidly expanding research e-library. By the end of December 2024, OSO offered full-text access to more than 8,000 scholarly monographs published by Oxford University Press in key disciplines across the humanities, social sciences, and law. Since 2016, the Natolin Library has offered access to the eBook Academic Collection on the EBSCO host platform, which contains nearly 190,000 e-books. The Natolin Library also provides access to thousands of academic electronic journals and e-books through various e-content platforms, databases, and portals accessible through the Virtual Library of Science (VLS).

STRONG FOUNDATIONS FOR NATOLIN: AN INVESTMENT FOR FUTURE GROWTH

The four pillars on which the steady growth of the College of Europe in Natolin has rested between 2009 and 2025, and on which Natolin will continue to rely, are its community of students, its alumni community, its development and executive education activities, and its responsible and sustainable finances and agile administration.

The first pillar is based on our students. Student enrolments at Natolin have grown significantly over the last 15 years, as have applications to the EIS programme, even as the number of university-age students in the EU has declined and the education market has become more competitive. Since 2008/2009, the number of students has increased from 83 to 137 in 2018/2019 (an all-time high) , without any dilution of academic standards. Instead, there has been an increase in diversity, with the current enrolment for 2024/2025 comprising 125 students from 30 nationalities. Over the same period, the number of applications to the College with the Natolin programme marked as their first choice has increased by 441 per cent

The explanation for this success is twofold. Firstly, the attractiveness of the College and its academic programme to prospective students has surged, underpinned by the revamped and expanded curriculum and

Natolin’s growing reputation as a research institution. Secondly, institutional changes have facilitated a more focused and effective approach to recruitment. The establishment of a fully-fledged Communications Office in 2011, and subsequently Publicity and Recruitment Office, and their progressive expansion and specialisation, have been crucial steps in building a diverse and multicultural community.

The College of Europe experience does not stop at the end of the academic year. With more than 3,300 alumni from some 70 countries (forming an integral part of the wider College of Europe alumni community of over 17,000), our graduates join a global network of young professionals who have advanced to senior positions in the public and private sectors. Our graduates go on to successful careers in European and international affairs, international business, national administration, NGOs, journalism, or academia.

Thus, the second pillar is based on the important role that the College has to play in keeping the community connected . Alumni relations are also of paramount importance in promoting the College of Europe in Natolin and the Natolin offer. Accordingly, Natolin acts in various ways to maintain and develop alumni relations. These activities include organising alumni reunions, supporting the Natolin Ambassadorship Programme, participating in events organised by Regional Alumni Groups in different countries, distributing the Natolin Quarterly to alumni and cooperating with the College of Europe Alumni Association.

The third pillar of growth of the College of Europe in Natolin is inter-institutional cooperation, development activities and executive education. Here, too, significant progress has been made over the last 15 years. Natolin’s institutional partnerships include universities and research institutes, as well as other public or private organisations whose interests coincide with those of the College.

The aim is to share Natolin’s special expertise on the EU, the EU’s neighbours and the transition and association

The statue of Natalia Potocka was erected in the 19th century in the Natolin Park, which was named in her honour.

processes with audiences in Europe, its immediate neighbourhood and beyond.

The executive education offers the opportunity to broaden and deepen knowledge and understanding of a wide range of issues related to the EU decision-making process and policies; the EU neighbourhood; EU enlargement negotiations and accession preparations; security and geostrategy; energy and climate change governance; Euro- and Transatlantic affairs; modern journalism and disinformation; or the interface between domestic politics, international relations and digital technologies.

Strategic partnerships and development projects may revolve around stand-alone initiatives or established formats, such as the Warsaw Euro-Atlantic Summer Academy WEASA (co-organised since 2013 with the Polish-American Freedom Foundation and the German Marshall Fund of the United States), or the EU4Youth Programme (EU-funded and implemented with the Lithuanian Central Project Management Agency CPMA and the Lithuanian Ministry of Foreign Affairs).

Turning to the fourth and final pillar of Natolin’s future growth, the College’s financial position has steadily improved over the last 15 years.

Once the initial shock of the global financial crisis had passed, a number of measures were taken to stabilise and then strengthen the College’s finances. On the one hand, new revenue was secured (notably from the European Commission for the two Academic Chairs), which enhanced the quality and attractiveness of the academic programme. On the other hand, prudent budgeting sought to optimise costs through modern methods of financial management and control. The result was an increase in the annual budget from €3.3 million in 2009 to €8.4 million in 2024. By keeping income

and expenditure in balance, relatively small but regular financial surpluses were generated and allocated to educational activities.

Equally important in developing the reputation of the College of Europe in Natolin as a prime academic institution was a conscious decision to devote a greater proportion of the budget to academic activities. Administration has taken a smaller share of the total budget, even as the Natolin’s activities have grown. Particularly noteworthy are the considerable efforts invested in the development of the digital learning environment for students and the digital working environment for staff, together with new staff positions responsible for e-learning and institutional digitalisation, which led to tangible gains in administrative efficiency.

***

With the refinement and reaccreditation of the academic programme, the creation of two Academic Chairs and Natolin Nests, the enlargement of library resources, the launch and development of intercultural communication, the expansion of extracurricular activities, the establishment of new scholarship schemes, the strengthening of technological embedding, the design and implementation of new communication and recruitment strategies, a consistent strengthening of the executive education offer and the implementation of new methods of budget planning and execution, the College of Europe in Natolin has been relentless in writing the different chapters of its success story.

Today, after more than thirty years of existence, the College of Europe in Natolin is a mature higher education institution with an established reputation, flourishing community of students and alumni, rigorous academic standards and a stable and transparent economic base.

Vice-Rector

Ewa Ośniecka-Tamecka welcomes new students to Natolin at the start of the academic year.

NATOLIN AS A LEARNING AND TEACHING COMMUNITY: DELIVERING A WELL-ROUNDED ACADEMIC AND PROFESSIONAL FORMATION

Studying at Natolin is all about academic, professional, and personal development. The academic offer is regularly updated to address contemporary challenges, offering students cutting-edge insights from the best experts and practitioners, backed up by the rich resources available on campus. The knowledge students acquire gives them a head start in their future careers, but equally important are the other two student-centred dimensions of Natolin’s activities: professional and personal development, including transversal skills and intercultural communication that can be applied in a variety of contexts.

For most students, the year at Natolin is the last stage of formal education before starting their professional careers. Accordingly, the emphasis is on providing interaction with the best experts with practical experience in their fields. The development of students’ professional skills is emphasised through a variety of projects and activities that require active participation and teamwork, including cooperation with outside experts and institutions. At the same time, spending a year at the College of Europe in Natolin offers students ample opportunities for personal development, since they live, study and work closely together in a multicultural environment.

Throughout the academic year, all three dimensions –academic, professional, and personal – are encompassed

in campus activities. Care is taken to understand the needs, preferences, and individual perspectives of each and every student. From the outset, students are given co-ownership of all endeavours at the College, since it is the students who, year after year, make up the heart and character of the Natolin community, forming bonds that last for years after graduation.

While today an interdisciplinary approach to education and academic research is considered an asset or even a necessity, this belief was not so widely held thirty-some years ago, when it influenced the design of the innovative European Interdisciplinary Studies (EIS) programme at the College of Europe in Natolin. Interdisciplinary methodology has been the driving force behind Natolin’s academic undertakings ever since. It has proved to be an indispensable means of exploring the complex, interdependent landscape of the modern world and of Europe itself.

The EIS postgraduate programme is open to graduates from a wide array of nationalities, academic specialisations, and socio-economic backgrounds. Its commitment is to provide future experts in EU and non-EU countries with a comprehensive, complex and interdisciplinary understanding of the European integration process. The curriculum covers both the internal and external

dimensions of the EU, with a focus on the EU’s wider neighbourhood.

Thus, the EIS programme focuses on ‘Wider Europe’ and seeks to give its students a broader perspective, by:

integrating knowledge from a wide spectrum of disciplines, such as political science, international relations, law, economics, sociology, history, and philosophy, to help grasp the full complexity of studied phenomena;

exploring new challenges and emerging areas of study in European affairs, such as European security and defence, hybrid warfare, energy transition and security, the demographic crisis, or digital transformation and new technologies;

focusing its attention on the EU’s immediate neighbours as well as its global partners.

Both the interdisciplinary programme and its professional skills dimension prepare graduates for rapidly changing conditions in the international, European and national public sectors, as well as in non-governmental organisations, the private sector, and academia. Natolin aims to educate cross-cultural communicators, innovative negotiators, administrators, analysts, researchers, diplomats, and leaders with contextual, regional, and international expertise.

Natolin’s academic mission is supported by the EIS Department and two Academic Chairs with research and tutorial fellows. Having evolved over the years, the EIS Department now consists of a Director of Studies, a Permanent Professor, a ‘flying faculty’ (consisting of 97 visiting scholars in 2024/2025, see full list in the annexes to this report), a Coordinator of Academic Operations and a team of academic assistants

The campus-based permanent faculty and the extensive visiting ‘flying faculty’ form the College’s core teaching staff, delivering all lectures and seminars, setting and marking all examinations and papers, and supervising all Master’s theses. With an extremely favourable student/

faculty ratio, students have unrivalled access to this unique team of internationally renowned scholars and practitioners. Close contact between students and the ‘flying faculty’ is maintained through their frequent visits to the campus and through digital means, both facilitated by the academic assistants.

The academic assistants, and research and tutorial fellows are in the closest proximity to the students and implement the EIS programme on a daily basis. They support students throughout their academic journey at Natolin, whether it be with research, course assignments, or exams.

The academic assistants are supervised by the Director of Studies, assisted by the Coordinator of Academic Operations, who is responsible for ensuring that the EIS programme maintains the highest standards of teaching and academic leadership. Over the past 15 years, six professors have held this position: Dominik Hanf, Erwan Lannon, Georges Mink, Nanette Neuwahl, Richard Butterwick-Pawlikowski and Pascaline Winand.

The day-to-day functioning of the department comes within the purview of the Coordinator of Operations. This position was created in 2016 and was first held by Mr Tomáš Tatinec. In 2018, he was succeeded by Dr Joanna Ziółkowska, followed by Mr Paweł Pujszo and Mr Nicolas Nizowicz.

In order to further strengthen student guidance and academic direction within the EIS programme, the position of Permanent Professor was established in 2007 to provide closer guidance to students in their research projects. Professor Erwan Lannon was the first to assume this responsibility, followed by Professor Hannes Adomeit and then Professor Georges Mink. A similar role is played, in their respective areas of expertise, by the Chairholder of the European Civilization Chair, re-founded in 2011, and the Chairholder of the European Neighbourhood Policy Chair, established in 2012. These de facto permanent professorships have been held by João Carlos Espada, Georges Mink and Richard Butterwick-Pawlikowski for the European History and Civilization Chair, and by Tobias Schumacher, Kateryna

Wolczuk, and Adam Łazowski for the European Neighbourhood Policy Chair.

These various academic pillars are supported by the Academic Administration, which evolved from a one-person office in 2008 to a full department since 2011. The Head of the Academic Administration and the supporting team oversee the implementation of the EIS programme and ensure the smooth operation of academic activities at Natolin. This role has been held by Ms Andrea Dangelmayer-Pietras, Ms Małgorzata Wiśniewska, Mr Tomáš Tatinec, and currently by Mr Oleksandr Hleba.

Over the past fifteen years, the EIS programme has been continuously adapted to reflect changes in the world around it, advances in research, the expectations of current and prospective students, increasingly demanding labour markets and rapidly evolving technologies. Building on already successful components, Natolin has added new specialisations to the EIS programme and augmented the size and diversity of its faculty and student body.

IMPROVING AND REFINING THE ACADEMIC PROGRAMME

The European Interdisciplinary Studies programme reflects the increasingly complex and interconnected nature of Europe and the wider world. It is a truly integrated, horizontal programme, devoid of the ‘silo discipline’ approach so common elsewhere. In fact, EIS has become one of the most far-reaching and comprehensive interdisciplinary European studies programmes in the world. It welcomes more enrolled students than any other academic programme offered by the College of Europe on its three campuses (Bruges, Natolin, and Tirana).

The attractiveness and quality of the EIS programme has never been taken for granted. The road travelled by the College since 2009 amply demonstrates this point. At every stage, efforts have been made to improve and refine the EIS by:

expanding the breadth and diversity of the programme, while focusing on Natolin’s special areas of expertise – EU governance, EU neighbourhoods, EU enlargement, EU external relations, European

security, and European civilisation – as well as professional skills;

adopting a dynamic and experimental approach to the design of the EIS curriculum;

streamlining different elements of the programme to ensure better linkage of crucial themes.

These adjustments allow students with diverse academic backgrounds to familiarise themselves with the key disciplines of European studies as they progressively focus on a chosen specialisation, following an intensive bilingual curriculum in English and French

Teaching consists of a sequence of compulsory, core and contextual courses, masterclasses and workshops during the first semester, followed by specialist courses, compact seminars, and modules organised in cooperation with external partners in the second semester. Tutorials, simulation games, study trips, and individual work on the Master’s thesis continue throughout the academic year.

In terms of methodology, the topics studied in the first semester are approached in both a pluridisciplinary and interdisciplinary fashion. The former approach surveys the main disciplines of EU studies, such as political science, economics, history, and law. The latter involves problem-based and issue-oriented analysis, integrating knowledge and methods from different disciplines. This interdisciplinary approach is continued and deepened in the second semester courses. Preferred formats and tools range from traditional ex cathedra lectures to discussion-provoking interactive sessions, simulation games, roundtables, individual and group presentations, seminars, workshops, database analysis, group tutorials, study trips, participation in international conferences, research seminars, and culminate in the completion of

the Master’s thesis. Reflecting this diversity of teaching methods, course materials include readings, e-learning modules, presentations, still images and films, websites, videos and recorded music.

The courses offered in the first semester aim to provide students with the advanced knowledge, orientation, and skills needed to analyse the foundations of European integration. All students follow three compulsory courses dedicated to the key areas of specialisation of the College of Europe in Natolin, reflected in the existence of two Academic Chairs, namely the EU’s Neighbourhood and enlargement as well as the history of Europe in the 19th and 20th centuries, with a special focus on Central and Eastern Europe.

Kurt Volker, former U.S. Ambassador to NATO and U.S. Special Representative for Ukraine Negotiations, during his visit to Natolin, engaged in a discussion with students on transatlantic relations and the situation in Ukraine.

The College of Europe in Natolin has always maintained a clear link between its first and second semester courses, with the former providing the conceptual, methodological, and background knowledge needed to elect a narrower European studies specialisation in the second semester.

Natolin’s special areas of expertise are:

EU governance, EU neighbourhoods, EU enlargement, EU external relations, European security, and European civilisation – as well as professional skills.

In terms of methodology, the topics studied in the first semester are approached in both a pluridisciplinary and interdisciplinary fashion.

In the second semester, students can choose one of

4 majors: EU Public Affairs and Policies; The EU and the World; The EU in the Wider Europe and its Neighbours; and European History and Civilization.

Since 2009, Natolin students have been able to choose from an average of

92 courses annually.

In addition to the compulsory courses, students follow three of the six core courses on offer, where they acquire a shared base of knowledge on EU institutions and decision-making, the EU legal order, and the political economy of Europe. Since the 2018/2019 academic year, core courses are divided into two tracks, as opposed to the previous one-size-fits-all block, allowing students to align their selection with their previous disciplinary background.

Indeed, the educational backgrounds of Natolin students are very diverse; therefore, prior to following these core courses, students who need remedial work in politics, international relations, economics, or law take a series of introductory courses in these disciplines.

Since the 2019/2020 academic year, in line with digitalisation and e-learning trends, they have been transformed into e-learning modules accessible through a dedicated platform. In addition, throughout the academic year, students can benefit from a series of online research methods modules that equip them with an indispensable methodological toolkit for their Master’s theses.

The EIS programme is also animated by the idea that the EU cannot be understood or properly studied outside the historical, geographical, intellectual, and cultural context in which it has evolved. The core courses are therefore complemented by contextual courses which allow students to place issues in the wider context of European culture, religion, national identities, and global debates on issues such as migration, security, and energy.

Courses in the first semester are designed to be comprehensive and mutually reinforcing. They provide the basis for thematic specialisation during the second semester, according to each student’s choice of one of four possible majors

The main emphasis in the second semester is on core and specialist courses. They allow students to tailor their areas of specialisation to individual interests, needs, and professional objectives. These elective courses are taught in smaller groups of around 20 students and

are more interactive than the traditional lecture-based courses of the first semester. For an even more in-depth analysis of topics not adequately covered in the core and specialist courses, the EIS programme also offers compact seminars in a more intimate setting.

Both semesters feature simulation games and study trips. In addition, several workshops are offered during the first semester. Workshops and simulation games combine academic learning on a specific topic with opportunities to hone certain professional and personal skills, such as teamwork, negotiation, and public speaking. Simulation games achieve the same goal through role-playing exercises. Study trips are a unique enterprise, fully incorporated into the academic offer at Natolin, designed to provide information and experience that cannot be conveyed by traditional means in situ at Natolin. Their special features, aims, and outcomes are detailed later in this report.

Whilst Natolin’s curriculum is diverse and offers students an extensive choice, it is also carefully designed to fit together, with the sequence and types of courses following a pre-defined academic logic.

Since the 1990s, the College of Europe in Natolin has always maintained a clear link between its first and second semester courses, with the former providing the conceptual, methodological, and background knowledge needed to elect a narrower European studies specialisation in the second semester.

Over the past decade, Natolin’s academic programme has undergone a truly substantial reform. The most recent revisions were the result of internal team consultations led by the Vice-Rector. A rigorous annual quality assurance system has been put in place to monitor and ensure excellence in teaching and learning at Natolin. Besides changes to the core curriculum, new course categories have been introduced, and existing categories have been adjusted.

The most straightforward and measurable result of the curriculum adjustments has been an increase in the number of courses offered. Equally important,

however, have been the qualitative changes needed to ensure the sustainability of the reformed EIS programme. These seek to build upon Natolin’s specialised areas of academic expertise and incorporate aspects of professional training directly into the programme. A flexible, experimental approach is used to target relevant areas of study and to pique students’ interest.

EXPANSION OF THE CURRICULUM

The EIS academic programme has always been ‘made to measure’, adapted each year to keep pace with economic, political, legal and social developments, as well as technological advances. The curriculum has naturally expanded over the years, broadening the number of courses offered and diversifying their focus.

In terms of breadth, the College of Europe in Natolin offered 17 courses in its inaugural year (1992/1993), 59 courses in the academic year 2009/2010, and 121 in 2024/2025. Since 2009, Natolin students have been able to choose from an average of 92 courses annually. The sheer abundance of classes on offer becomes

clear when one compares the number of courses with the number of students. That ratio has been below 1:2 during the past fifteen years. See Figure 1 below.

In terms of variety, the EIS programme has revamped its four-major structure, expanded the number of course types from three in Natolin’s inaugural year to 12 today, and made room for more professional development in the programme.

Since 2009, with the exception of one academic year, the EIS programme has always offered four customisable specialisations (majors) in the second semester, allowing students to align their individual course of study with personal interests and professional goals. The general logic is to link the specialised elements of the four majors (core and specialist courses) with more in-depth modes of instruction, whether primarily academic (compact seminars) or professional (workshops and simulation games) in nature, or both. These are further reinforced by a rich range of extracurricular activities offered by Nests, Professional Development and Careers programmes.

Figure 1: Evolution of the total numbers of courses

Source: College of Europe in Natolin, internal data.

While European history and civilisation have been present in various forms since 1994/1995, and the EU’s neighbours have been a focus at Natolin since the academic year 2006/2007, following EU enlargement, an important turning point occurred with the re-founding of the European Civilization Chair in 2011 and the establishment of the European Neighbourhood Chair in 2012, as mentioned above. Both Academic Chairs have enriched the EIS programme by offering specialised courses, supervising of Master’s theses, and organising conferences, symposia, debates, and roundtables. Their work has contributed to the expansion of the EIS programme in their respective thematic areas and has given the College of Europe in Natolin a distinct and attractive identity

In 2024/2025, the EIS programme offers four specialisations:

1. EU Public Affairs and Policies: The central building blocks of this major are the governance system and policymaking in the EU. Students concentrate on policies of critical importance to the EU’s social and economic development, such as the internal market and competition policy, EU macroeconomic policies, migration, enlargement policy, energy, internal and economic security, and social policy. They study how EU institutions negotiate with external stakeholders and learn to critically analyse how complex social and economic problems – such as employment, inflation, climate change, migration, and economic growth – are addressed. Their knowledge of the

Natolin offers a wide variety of courses, including masterclasses, simulation games, and compact seminars.

wider historical context is deepened by a required course in the European History and Civilisation major.

2. The EU and the World: This major is defined by issues and actors. On the one hand, students become familiar with pressing challenges in the areas of trade, investment, energy, economic governance, financial regulation, security, terrorism, international law, human rights, migration, health, development cooperation and humanitarian aid, all of which are areas of intense EU engagement. On the other hand, students gain expertise in the EU’s relations with global and emerging actors in Europe, Asia, Africa, and the Americas, as well as other regional and inter-regional alliances and organisations. Again, the context is provided by a course in the European History and Civilisation major.

3. The EU in the Wider Europe and its Neighbours major gives students a deeper understanding of the Union’s multifaceted policies towards the countries in its immediate vicinity – primarily to the East and South. It also provides an opportunity to monitor political, socio-political, socio-economic, legal, energy- and identity-related developments in the neighbourhood, as well as perceptions of the EU there. The major draws on EU studies, EU foreign policy analysis, peace and conflict studies, comparative politics, area studies, political economy, EU law, and energy studies to achieve its aims. As with other majors, students are expected to take a course in European History and Civilisation.

4. The European History and Civilisation major aims to equip students with an understanding of European

Students actively participate in high-level visits, with opportunities to ask questions and engage directly with the speakers.

Thomas Ilves

VISITED NATOLIN IN 2007 AND 2024 PRESIDENT OF ESTONIA (2006-2016)

I’m thrilled to be back at the College of Europe, where I hope we will see the future leaders of the Union as well as provide the intellectual input Europe needs in the times ahead.

integration, while inspiring them to reimagine ‘Europe’ and its future through a deep and wide study of the past. It features courses on broad themes such as democracy, totalitarianism, geopolitics, post-colonialism, changing warfare, and diplomacy; the making of the global economy, the history of the Cold War and the legacy of European empires; and focused on topics in the history of Central and Eastern Europe, the Balkans, the Mediterranean and the Middle East.

The number of core and specialist courses – which form the core of each major – has steadily increased from a total of 18 in 2009/2010 to 59 in 2024/2025.

As mentioned above, another significant development in the EIS programme has been the expansion of professional education . Workshops have been part of the curriculum since 1994/1995, but simulations were only introduced in 2010/2011. The growing emphasis on professional skills development is reflected in the almost fourfold increase in the number of workshops and simulations, from 3 in 2009/2010 to 10 in 2016/2017 and 13 in 2024/2025. In addition, the Professional Development

Programme was launched in 2021 and currently offers 14 workshops. See Figure 2 below.

Alongside the greater emphasis on skills-based elements, EIS study methods have been systematically adapted so that the structure of student life on campus mimics the international workplace. Students work and interact in (at least) the two official languages of the College, collaborating on projects, simulations, debates, and presentations in international, culturally diverse teams. The diversity of the international faculty encourages adaptation to different teaching styles and openness to various working methods, providing an invaluable introduction to the professional reality of complex organisational cultures and management styles.

As a by-product of this environment, all students acquire transversal skills such as cross-cultural communication, international negotiation, debating, and leadership skills through courses featuring discussion, presentations, and role-playing. The intense demands of the EIS programme accustom students to high standards of professional performance and efficiency. In particular, students must meet strict deadlines for a variety

Figure 1: Evolution of the total numbers of courses

College of Europe in Natolin, internal data.

Figure 2:

of academic assignments. As a result, they develop resilience, flexibility, and the ability to manage large workloads independently – all sought-after skills in the 21st century job market.

The latest curriculum changes are the result of long and intensive internal team consultations that began in January 2014, followed by further rounds in 2021 and 2025. They are an example of the collective, team-oriented approach that characterises the continuous development of the College of Europe in Natolin.

ADOPTING A DYNAMIC AND EXPERIMENTAL APPROACH

Despite its inherent evolution, the EIS programme has naturally retained constant elements, since certain issues need to be addressed in order to provide students the knowledge, methods and skills to master the basic disciplines of European studies and to specialise in a chosen field. This stable core is supplemented with new content each year. New ideas, trends, and challenges in European and international affairs are freely explored, moving EIS closer to the idea-lab concept and further away from rigid, rote-learning stereotypes of education. Both the curriculum and the teaching approach are flexible. The defining characteristic of this approach is its proactive rather than reactive nature

Topics added to the programme in this way are geostrategy, social movements and revolutions, religion and politics, migration and human rights

Certain themes were added before they became a concern on the regional or international scene. Migration, for example, was introduced as a thematic area long before the challenges posed by migratory flows began to make headlines in 2013–2015. The College of Europe in Natolin offered its first course on migration in Europe in the academic year 1993/1994. Since 2006, there has been at least one specialised course on the subject each academic year. Two were offered in 2009/2010 and four in 2024/2025.

Natolin also resisted the widespread complacency about security issues in the 1990s, after the collapse of the Soviet Union and the end of the Cold War. A course on European security was offered in the very first year of Natolin’s existence, and it remains an integral part of the curriculum. For over two decades, courses on European security have covered arms control, frozen conflicts, internal security, the Common Security and Defence Policy (CSDP), conflict management, NATO enlargement and the consequences of the war in Ukraine for European security. In 2024/2025, this theme is addressed in courses and compact seminars such as ‘Security and conflict management’, ‘Terrorism and hybrid warfare’, or ‘Challenges of multilateralism and intelligence cooperation’. Should students wish to explore the regional dimensions of security, they can study ‘War and conflict in the post-Soviet space’, ‘The EU, Russia and the EU’s Eastern Neighbourhood: Power, performance, and perceptions’ and/or select a compact seminar on ‘EU-Middle East relations: Conflict, peace and security’ and a simulation game on ‘EU foreign policymaking in times of conflict in the EU’s neighbourhood’. See Figure 3 below.

In addition to the expanded academic offer and the choice of a broader thematic major, the EIS programme allows its students to develop expertise in even more specialised fields. These currently include:

Geostrategy: Starting with a contextual course in geopolitics, students can deepen their knowledge of the subject through a variety of course formats throughout the academic year. In the first semester, they can select contextual courses on European and transatlantic security and power, a workshop on strategy and a simulation game on the end of the Cold War. These can be further explored in the second semester through a range of courses offered within different majors. For example, courses on the transatlantic relations include the specialist courses ‘After liberal hegemony – The transatlantic partnership and the return of great power’ and ‘NATO and European defence policy’, as well as a simulation game ‘NATO’s and the EU’s response to war in Europe’.

Nadja Schmidt

NATOLIN ALUMNA OF THE CHARLES DARWIN PROMOTION 2009/2010

EXECUTIVE DIRECTOR, ICAN AUSTRIA – THE INTERNATIONAL CAMPAIGN TO ABOLISH NUCLEAR WEAPONS; FOUNDER AND CHIEF EXECUTIVE OFFICER, VISUELLES E.U.

Building bridges across fields and cultures

The College of Europe at Natolin shaped my approach to European and global issues, and prepared me well for the complexities of working in international affairs. Perhaps even more importantly, the friendships I formed there have strengthened my sense of identity as a European citizen. The College enabled me to forge lasting connections with people from across Europe and with European institutions. Following my time at the Disarmament Unit of the Austrian Foreign Ministry, I helped establish the national branch of the International Campaign to Abolish Nuclear Weapons (ICAN). As its Executive Director, I led the efforts to bring Austria to the forefront of the fight for a world without nuclear weapons. This global campaign culminated in the United Nations adopting a treaty to ban nuclear weapons, and ICAN was awarded the Nobel Peace Prize in 2017. Encouraged by these experiences, I ventured into the private sector and founded Visuelles, a digital communications start-up that develops international expansion strategies for clients. In this sense, my career remains grounded in my Natolin experience of building bridges across fields of activity and cultures.

Energy Governance and Climate Challenges : Across both semesters and all majors, students can select courses on global energy, international climate governance, EU energy and climate policies, energy market regulation, EU energy governance in the EU’s neighbourhood, energy and climate transition in the EU’s neighbourhood, the politics of climate change, climate finance, and EU energy policymaking in practice.

Migration: Apart from specific courses on migration issues, such as ‘Cooperation on migration governance between the EU and its Neighbourhood’; ‘EU asylum and migration policy in global context’, ‘International cooperation and the governance of migration’, ‘Climate-induced migration’, the topic figures as a prominent element in many other courses. A specific simulation game entitled ‘Passages’, developed by the United Nations High Commissioner for Refugees (UNHCR) in 1995 and designed to put participants through the experience of being a refugee fleeing war or persecution, is also offered within the International Humanitarian Law seminar.

Visiting Faculty Resident Faculty

Digital Transformation: Courses related to technology and its political and legal impacts are similarly pervasive across semesters and majors, including global internet governance, the EU and geopolitics of technology, the digital economy, regulation of online and digital markets, hybrid warfare, strategic communication in a digital age, as well as the EU and the geopolitics of disinformation, and digital communication in the Neighbourhood and Russia.

4:

faculty Source: College of Europe in Natolin, internal data.

Religion and Politics: Already a non-negligible part of modules dealing with culture, this field is specifically addressed in a first-semester course on religion in contemporary Europe and in second-semester courses on religion in global politics, and ChurchState relations and the role of religious movements in the EU’s Neighbourhood. Religion continues to shape political and value systems, construct identities, influence governance and diplomacy, and is sometimes instrumentalised to legitimise conflict around the world. Exploring religious dynamics is crucial to deepening students’ understanding of contemporary challenges, from EU foreign policy to debates on secularism and minority rights.

Figure 3: Thematic evolution of courses (% of curriculum) Source: College of Europe in Natolin, internal data.

Figure

Composition of the Natolin

REINFORCING TEACHING AND RESEARCH

The two categories most often used to define higher education institutions are teaching and research. The College of Europe in Natolin is primarily a teaching institution. However, it has a clear and strong research component. Each student is expected to carry out individual research for their Master’s thesis. And most of the academic staff at Natolin – including permanent professors, researchers, and academic assistants – are at any given time involved in various research projects of their own.

Since 2009, the College has been working to reinforce the quality of both teaching and research. In particular:

two Academic Chairs have been established, each with a strong teaching contribution and a rich portfolio of student-oriented research activities;

the number of academic staff involved in teaching, supervision and advising students has been systematically increased, while the range of their expertise has broadened; and

new elements have been introduced into the EIS programme to provide more research opportunities and guidance for students.

GROWTH OF ACADEMIC STAFF

Efforts in this direction have not been limited to the reporting period, but have been significantly intensified since 2009. They concerned all three main components of the College’s faculty: visiting professors, permanent professors, and academic assistants.

One of the cardinal virtues of the ‘flying faculty’ system is its flexibility . It allows the College to adapt its curriculum to current events and emerging policy

debates, and to select the best specialists to discuss these issues in courses and seminars. The system also allows Natolin to maintain its exceptionally low ratio of one faculty member to 1.1 students.

The size and diversity of the visiting faculty have grown steadily over the years. The number of visiting professors rose from 67 in 2009/2010 to 111 in 2025/2026, an increase of 65%. The number of resident faculty teaching and researching at Natolin has also increased significantly. In total, the number of resident faculty teaching and researching at Natolin has increased almost fivefold, from 3 in 2009/2010 to 16 in 2025/2026. They regularly help students with methodological problems, the choice of topics for Master’s theses and possible long-term research plans, such as applications to PhD programmes. See Figure 4 below.

In 2009, Natolin’s ‘flying faculty’ was drawn from 14 different nationalities; by 2023/2024, this number has doubled to 28. In the period 2009–2025, professors from 44 different countries have taught at Natolin. Of these, 86% were from Europe (including non-EU countries), 9% from the Americas, 3% from Asia, 1% from Africa and 1% from Australia. See Figures 5 and 7 below.

In terms of their professional backgrounds, 74% of Natolin’s faculty since the 2009/2010 academic year are academics, 18% have pursued careers as senior civil servants, and 8% have been engaged in other sectors of activity. Thus, while renowned intellectuals and specialised researchers make up the lion’s share, their expertise is complemented by the knowledge and insights provided by officials coming from EU institutions and agencies, national governments, think tanks, and research centres. See Figure 8 below.

Figure 4: Composition of the Natolin faculty Source: College of Europe in Natolin, internal data.

Figure 4: Composition of the Natolin faculty Source: College of Europe in Natolin, internal data.

Faculty Students

Figure 5: Nationalities of the Natolin faculty and students

Faculty Students

Figure 5: Nationalities of the Natolin faculty and students Source: College of Europe in Natolin, internal data.

Figure 6: Trends in the number of students, professors, and courses in the EIS programme

Professor Andrew Michta teaches the course 'Security and Military Challenges in Europe', exploring key geopolitical and defense issues facing the continent.

Since 2009, a total of 304 professors have taught at Natolin, with an average of 93 faculty members in any given year. While these figures already give some idea of the breadth of knowledge and specialised expertise available on campus, their full significance becomes apparent when compared to the number of students. It is true that both totals have tended to rise, but the growth in the number of faculty has been even faster – a change that has clearly benefited students. See Figure 6

These figures do not include the study trips, even though they constitute an integral part of the EIS academic programme. Each year, Natolin students benefit from around 120 additional speakers during these trips.

Unlike the traditional model of teaching assistants, who are usually (senior) students assigned to help professors prepare reading lists and organise assignments, the academic assistants at Natolin are full-time employees with at least a Master’s degree. In addition to providing a direct link between students and visiting professors, they provide academic guidance, lead tutorials for selected courses, help students select a Master’s thesis supervisor and refine their research topics, and give students (as well as teachers) much-needed feedback on how to improve their work.

Given their importance to the academic programme, a major effort is made every year to invigorate Natolin’s team of academic assistants. Over the last 16 years,

2009/2010

2024/2025

Figure 7: Natolin Faculty by region and country Sunburst map sized by share of professors in the total faculty 2009–2025 (36 nationalities represented) Source: College of Europe in Natolin, internal data.

Civil Service Private Sector

Figure 8: Background of the Natolin faculty since 2009 Source: College of Europe in Natolin, internal data. Academia

Türkiye

Kurt Volker

VISITED NATOLIN IN 2024 AND 2025

U.S. SPECIAL REPRESENTATIVE FOR UKRAINE NEGOTIATIONS (2017-2019);

U.S. AMBASSADOR TO NATO (2008-2009)

You have the most important mission of all – to train the next generation, who will be responsible for building peace, prosperity, and security for all of Europe.

students have been able to count on the support of 43 academic assistants They have come from 14 different countries (Belarus, Belgium, France, Germany, Ireland, Italy, Poland, Romania, Slovakia, Spain, Tunisia, Ukraine, United Kingdom and United States). This points to Natolin’s growing reputation as an attractive employer for young academics from around the world.

Publications

Our in-house academic staff produce publications in various forms and through various publishing outlets. The publications include books, edited volumes, book chapters and research publications, peer-reviewed articles, op-eds, policy-oriented reports and consulting, working papers and book reviews.

Since 2014, as at 31 December 2024, the total amounts to 243 publications.

EXTENSION OF RESEARCH SUPPORT

All EIS students are individually guided by professors, research and tutorial fellows, and academic assistants in their regular coursework, and by thesis supervisors in their Master’s thesis research. Beyond this formal guidance, however, students at Natolin have always benefited from other forms of support.

A tried and tested tool that was introduced at the College well before the reporting period was the tutorials These sessions, which are not compulsory, are led by academic assistants and tutorial fellows and are attached to courses that are considered to be particularly demanding in an intellectual or methodological sense. In addition, a set of tutorials on academic writing, research ethics and integrity help students navigate a changing academic landscape challenged by new technologies powered by artificial intelligence. Finally, specific tutorials aimed at preparing students for specific exams are organised at the request of professors or students.

In terms of Master’s thesis research, more support is now available to students outside the scope of individual supervision. In 2016, various methodological elements were combined into a new module entitled ‘Research Methodology’. The following academic year 2017/2018, ‘Research Colloquia’ were introduced for students in the second semester. Their purpose was to follow up the ‘Research Methodology’ course by providing more in-depth support to students engulfed in thesis research. Since 2019/2020, the ‘Research Methods’ course has been systematically transformed into e-learning modules that are available throughout the academic year. Topics include research design, interdisciplinary and multidisciplinary research, content and discourse analysis, surveys, process tracing, effective interviewing, statistical analysis, historical research, and legal analysis.

Finally, since the 2024/2025 academic year, the College of Europe in Natolin has introduced an oral defence of Master’s theses , in order to give greater prominence to this important element of the academic programme, which allows students to study and research in depth the topic of their choice under the supervision of a member of the faculty. The oral thesis defence is an opportunity for students to showcase the findings of their research and the knowledge they have gained throughout the process of writing their thesis. The jury consists of the supervisor and another professor in the field who acts as an external evaluator of the thesis. These measures represent just some of the steps taken towards the larger goal of reinforcing Natolin’s standing as a teaching and research institution. As before, the College will continue to make further changes based on consultations and feedback sessions.

One of the cardinal virtues of the ‘flying faculty’ system is its flexibility. It allows the College to adapt its curriculum to current events and emerging policy debates, and to select the best specialists to discuss these issues in courses and seminars. Additionally, two Academic Chairs have been established, each with a strong teaching contribution and a rich portfolio of studentoriented research activities.

A renowned and diversified faculty from over 44 countries and several continents, with a total size averaging 93 professors per year.

The ‘flying faculty’ system allows Natolin to maintain its exceptionally low ratio of 1 faculty member to 1.1 students.

Between 2014 and 2024, our academic staff has produced a total of 243 publications

The Natolin campus is anchored by 2 Academic Chairs: the European Neighbourhood Chair and the European Civilization Chair.

Joanna Szychowska

NATOLIN ALUMNA OF THE WALTER HALLSTEIN PROMOTION 1995/1996

DIRECTOR OF ASIA (I), SERVICES AND INVESTMENT, DIGITAL TRADE, INTELLECTUAL PROPERTY AND PUBLIC PROCUREMENT IN THE DIRECTORATE GENERAL FOR TRADE (DG TRADE) OF THE EUROPEAN COMMISSION

Life-long path in the European project not possible without Natolin

In 1995, Poland’s path to joining the EU seemed to be long, with the outcome seemingly far away on the horizon. Although we were determined to join the EU, we were unclear about what the process would entail and equally unsure as to when accession might really take place. Today, in 2025, Poland being part of the EU is the only reality many of us know. And it is the best reality there is. When I was accepted by the College of Europe in Natolin, my main focus was on learning and understanding what the EU was about, and seizing this unique opportunity to study in a first-class academic environment. At the time, I could not have imagined that I would later be involved in Poland’s accession process, let alone have the opportunity to work for one of the EU institutions as a member of the European Commission’s civil service. I have always been passionate about working on the European project, and today, when Europe and the rest of the world are facing multiple geopolitical challenges, I am more convinced than ever of its importance and necessity. I am very proud to be part of it. This would simply have not been possible for me without Natolin.

EXTENDING THE LEARNING EXPERIENCE BEYOND THE FAMILIAR ZONE OF THE CAMPUS

On-campus education at Natolin uses modern and varied learning methods. The formats and tools range from traditional ex cathedra lectures to interactive sessions designed to stimulate discussion, simulations, round tables, individual and group presentations, seminars, workshops, database projects, and group tutorials. All have one thing in common – they take place on campus, if not in the classroom.

Yet, the College of Europe in Natolin has more to offer than beautiful parkland and a first-class academic environment. Geographically, it is an ideal starting point for exploring first-hand the political and socio-economic impact of the European Union in the EU’s neighbourhood.

Study trips offer a unique opportunity to acquire, assess, and confront local knowledge through the prism of the multiple impacts of the EU integration process and EU external relations. They also provide invaluable field experience and acquaint students with the cultural and historical heritage of the countries visited, confronting their previous experience with the viewpoints of local policy-makers, academics, journalists and NGO representatives directly involved in the issues on the ground.

Such encounters make study trips a unique and hybrid endeavour. Twice a year, for a week at a time, they provide an opportunity for first-class, interdisciplinary teaching in an off-campus location. This embeds learning directly in the local environment being studied.

The following section describes how study trips have expanded in size, scope and themes over the 15-year period, and how the College continues to seek further opportunities for students to benefit from other off-campus experiences.

STUDY AND FIELD TRIPS

The study trips are a unique endeavour of the College of Europe in Natolin, designed to impart information and experience that cannot be conveyed by traditional means. Their inestimable value is rooted in a harmonious blend of distinctive and carefully thought-through features.

For one, study trips succeed where other academic tools may fall short – they allow students to put the theory learned and researched into practice, and to project the knowledge they have acquired in the scholarly world onto the real world.

Secondly, the experience gained is unfiltered. What students observe is not processed by a journalist and read in an article, or by an academic and analysed in a book. They gain a first-hand perception of the reality that they chose to study at the College and that they want to focus on in their subsequent careers. This also applies, and perhaps most fundamentally, to experiencing the struggles of the countries and communities our students visit. They gain an unadulterated sense of what visited people go through.

The blend is completed by a remarkable community-building element . Certainly, learning individually is quite different from learning as part of a group. However, while study trips are essentially an academic product, they bring students together not only to ministries and conference rooms, but also to charming unfamiliar cities, long bus rides, night trains, scenic natural and cultural heritage sites. Through these academic and social experiences, study trips are one of the most critical contributors to the development of the Natolin community.

Natolin students explore the Balkans during the Study Trip. Standing by the iconic Stari Most — a symbol of resilience and cultural dialogue.

At the MEDEVAC Hub in Jasionka Airport, near the EU’s external border, students learned about medical evacuation operations for Ukrainian war casualties.

While the study trips are largely academic in nature, with much of the time devoted to lectures, debates, conferences, projects and seminars, the educational component of these trips is not limited to academics. Equally instructive and memorable is the experience of crossing international borders, visiting historical landmarks, observing conditions on the ground, and interacting with local communities. These activities increase familiarity with the country and the daily lives and difficulties of its citizens, which ultimately helps students to better grasp the direction of events. Discussing issues in the regions where they are most acutely felt, rather than in the sometimes-distant centres of EU decision-making, exposes students to a more grounded and less bureaucratic take on reality. In other words, students are provided not only with facts and expertise, but also get a grasp of the emotions that countries, their peoples and communities, have lived through and that will, at the same time, shape their future.

Considering the above, the trips provide an irreplaceable added value to the academic programme. For their work during two study trips in one academic year, including the passing of two related exams, students are awarded ECTS credits that fully count towards their diploma. The study and field trips enrich the EIS offer by an average of 170 additional hours per academic year.

There are two types of study trips each year. In the first semester, the trips aim to broaden the knowledge provided through traditional academic means, while in the second semester they are designed to deepen the knowledge acquired in the first semester. In both semesters, students are free to choose one from the range of trips designed to reflect the specialisations of the EIS programme or current trends.

To prepare the students academically for this experience, a series of preparatory lectures are given on campus by academics, diplomats, journalists and experts who introduce them to different aspects of the study trip’s academic programme.

Between the academic years 2009/2010 and 2024/2025, the College of Europe in Natolin has organised 83 study trips for its students.

Impressive in itself, this figure becomes even more so when one considers that almost every study trip takes our students to more than one country. Therefore, looking at the destinations, twenty-one (21) of our study trips over this period have been to EU institutions –based in Brussels, Luxembourg and Frankfurt. These represent just under one fifth of the total, as we have always believed that learning about Europe should not take place exclusively in the administrative centres of the EU. Hence, of the remaining eighty-five (85) trips, twenty-three (23) were to the EU’s eastern and southern neighbourhoods (Eastern Europe, Southern Caucasus, and North Africa), twenty-three (23) to EU candidate countries (Türkiye and the Western Balkans), and thirty-nine (39) to EU Member States.

The most spectacular expansion of the study trip programme has taken place in the last decade and a half. In this period, Natolin students visited 27 different destinations: Armenia, Belgium, Bosnia and Herzegovina, Croatia, Czech Republic, Estonia, Finland, Georgia, Germany, Greece, Hungary, Kosovo,1 Latvia, Lithuania, Luxembourg, Moldova, Montenegro, North Macedonia, Poland, Romania, Russia (Kaliningrad), Serbia, Slovakia, Sweden, Tunisia, Türkiye, and Ukraine. See Figure 9 below.

Study trips organised to cities that host EU institutions are designed to familiarise students with these institutions and encourage them to reflect critically on the state of the EU and its future development. Policy areas covered include European security, EU enlargement policy, migration, and energy transition. To provide students with a comprehensive understanding of the European and Transatlantic security architecture, these trips are complemented by visits to NATO’s European headquarters.

1 This designation is without prejudice to positions on status, and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.

Study trips to the EU’s neighbourhood let Natolin students encounter particular regions and countries – especially their history, current politics, geopolitics, and culture – while grasping the importance of their relations with the EU. These relations are understood broadly to encompass various social groups and their complex interactions with their national government and the EU, along with the regional, national and international challenges a given country may face.

Study trips to EU candidate countries focus on a similar range of issues, but also consider the difficulties or successes the country has encountered on its accession path to the EU, along with the EU’s support for this process and the possible outcomes of the country’s efforts.

Finally, study trips to EU member states, are usually designed around specialised or topical themes, such as security and hybrid warfare in the Baltic countries.

The impressive diversity of the countries visited may conceal the underlying coherence of the approach used to select them. It has two components: a deepening component, aimed at consolidating our expertise in concrete areas, and an innovation component, aimed at providing a response to the recent challenges in Europe and beyond. Concrete examples of several trips will make these challenges more palpable.

As regards the first component (deepening), study trips that have enhanced the staff and students’ specialisation in the areas of security, geopolitics and conflict management are noteworthy.

Figure 9: Destinations of the study trips

Source: College of Europe in Natolin, internal data.

Alaa Jadallah

NATOLIN ALUMNA OF THE JOHN MAYNARD KEYNES PROMOTION 2016/2017

DIPLOMAT, MISSION OF PALESTINE TO BELGIUM, LUXEMBOURG, AND THE EU;

FORMER DEPUTY AMBASSADOR OF PALESTINE TO POLAND

A life-changing opportunity

I was working at the Ministry of Foreign Affairs when I first came across the opportunity to study at the College of Europe. Although I had never intended to study outside my country, this opportunity seemed life-changing, and the Minister of Foreign Affairs, Dr Riyad al-Maliki, was a strong supporter of it. My year at Natolin broadened my perspective and gave me the right environment in which to learn and develop. It had a profound impact on my mindset, made me part of a big alumni family, and formed a cornerstone of my professional life. Upon my return, I was promoted and posted abroad to represent my beloved country in the land I call my second home – Poland.

One such string of trips has taken participants to the Baltic (Lithuania, Latvia, Estonia) and Nordic (Finland and Sweden) regions over the past 15 years, with the Russia enclave of Kaliningrad occasionally added in the past. These trips allow students to address issues related to current and future challenges to European defence and security in the age of hybridity and, since 24 February 2022, Russia’s full-scale invasion of Ukraine and its aftermath. They focus on the specific geopolitical circumstances of the Baltic-Nordic region and the role of NATO, the EU, and the transatlantic relations. Specifically, students examine the prevailing security threats, their perceptions and the narratives that shape policymaking at the national, regional and institutional (EU, NATO) levels in the region; they learn first-hand, through discussions with centres of expertise operating in the region, about recent achievements in research on

regionally relevant (but not limited to) issues such as perceptions of the Russian threat in specific countries in the region, NATO enlargement, hard security, information security and social media security – the latter in the context of the burgeoning field of ‘information warfare’ studies; and they get to understand the opportunities and challenges faced by professionals in the field of international security.

Another such series of trips has focused on various destinations in Ukraine . While Kyiv has been most frequently visited, Lviv has also been systematically included, with other additions such as Odesa and neighbouring regions in Poland and Moldova. Until 2019, Ukraine had been consistently present in the offer. The programme of the trip had been refined to focus on providing students with a broader perspective on

Students aboard a ferry crossing the Baltic Sea to explore the geopolitical realities of the Baltic-Nordic region as they study the roles of NATO, the EU, and transatlantic relations firsthand.

Study trips aim to take students out of the classroom. Students visit and experience places where actions are taken and decisions are made – here at the Supreme Headquarters Allied Powers Europe (SHAPE) in Belgium.

Second Semester Study

Trips – students during a visit to the Parliament of Bosnia and Herzegovina.

Visit to Kruszyniany – exploring the Culture of Polish Tatars and the multicultural heritage of Podlasie.

Visit to the Centre for Research and Studies on the Dialogue of Civilizations and Comparative Religions (CERIDICREC) in Sousse, Tunisia, as part of the regional visit.

Ukraine’s security and socio-political situation through revolutionary and post-revolutionary times, as well as its history and identity. The students were exposed to the most pressing issues and challenges facing the country, including the geopolitics of the war in Donbas, internal reforms, long-term macroeconomic stabilisation of the country, political leadership and civil society developments, and its cooperation with external partners. They also paid visits to civil society organisations and gained an insight into the work they had been doing for years to enhance Ukraine’s resilience vis-à-vis external threats, address the humanitarian dimension of the war, and promote the country’s reform agenda.

The aim of the 2015 and 2019 study trips to Tunisia was to understand the country’s specificities and its role as an important partner of the EU. However, the project was part of a larger effort to explore the legacy of the 2011 Revolution and examine the internal issues facing Tunisia four and eight years after the fall of the dictatorship. A new iteration of the enterprise took place in 2025, in the context of a decade-long growing importance of the EU’s southern neighbourhood. Students could explore the richness of Tunisian culture and history, place the country in its geopolitical environment, impacted by recent developments in the Mediterranean and wider MENA region, and explore the evolution of Tunisia’s relations with the EU. Again, the legacy of the 2011 Revolution was not overlooked. Discussions with officials, academics, representatives of the civil society and organisations focused on issues such as migrations, regional security and energy cooperation with the European community.

Since 2017, the College of Europe in Natolin has been organising study trips to the Western Balkans. Over the years, Natolin students have had the opportunity to visit almost all the countries in the region – Bosnia and Herzegovina, Croatia, Kosovo,2 Montenegro, North Macedonia and Serbia. They have met with government officials, academics, NGO representatives and other experts to gain an insight into the complex dynamics

occurring on the Balkan Peninsula. The topics discussed in the framework of these enterprises were centred around issues such as the legacy of the Yugoslav wars, linked to the painful memory of events that still affect neighbourly relations. Students have also been able to explore internal issues such as human and minority rights, media and disinformation, and democratisation processes, closely linked to the countries’ efforts to join the EU. In parallel, over the past eight years, local experts and partners have addressed regional security issues such as the external influence of non-European state actors such as Russia, Türkiye or China.

Since 2019, Natolin has included in its academic offer the study and field trips centred on the theme of ‘borderlands’. In the first semester, students explored the complexities of the concept through the example of four borderlands – Galicia, the Podlasie and Suwalszczyzna regions, and three Silesias. Because of its universality, the concept of the borderland appeals to many, making it a powerful lens through which to understand major international processes. The significance of the past has always been a vector at the root of the development of borderland societies. While the weight of history, often associated with violence and destruction, has led to countless cataclysms and tragedies, the resilience and strong choices of borderland peoples have helped communities to achieve mutual understanding and peaceful coexistence. Caught up in the turmoil of history, they have experienced phenomena such as diplomatic and military struggles often unknown to other parts of society. Despite being subject to diverse social and political influences, ‘borderlanders’ always found a way to live together in harmony. Frequently misunderstood by central authorities, these peripheral regions offer valuable lessons. They could provide models for better understanding essential movements and ideologies such as nationalism. In recent years, while exploring the above-mentioned borderlands, study trip participants could be warned against oversimplified and dualistic narratives and delve into the intricacies of a concept that encompasses much more, such as

2 This designation is without prejudice to positions on status, and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.

The study trips are a unique endeavour of the College of Europe in Natolin, designed to impart information and experience that cannot be conveyed by traditional means. They offer a unique opportunity to acquire, assess, and confront local knowledge through the prism of the multiple impacts of the EU integration process and EU external relations, and acquaint students with the cultural and historical heritage of the countries visited.

2 study trips per student to EU and/or ENP countries are an integral part of the EIS programme.

Between the academic years 2009/2010 and 2024/2025, Natolin students could benefit from 83 study trips to

27 different destinations.

Over the past 16 years, students have interacted with a cumulative total of

2,117speakers during the trips, an average of 141 speakers per academic year.

Students were awarded 51 prizes while representing the institution at various international competitions.

Meeting at the European External Action Service during a study trip to Brussels.

First semester study trip to Silesia borderlands: students exploring the region’s industrial heritage during a visit to a coal mine.

territory, ethnicity, language, environment, trade or sovereignty.

As regards the second component (innovation), three tailor-made study trips are particularly noteworthy, targeting the most pressing concerns of the day. These included the much-reported migration inflows and the Greek debt crisis, a focus on the Visegrád countries, and the Armenian Velvet Revolution.

The first such trip took place in March 2016, taking the participants to Greece, Serbia, and Hungary, to examine the turmoil caused by the influx of migrants and the Greek economic crisis. Indeed, when traversing the peninsula from Athens via Belgrade to Budapest, the students effectively travelled along the so-called Balkan route that many migrants had taken at the time, crossing from neighbouring Türkiye. The main objectives of the trip were to gain first-hand knowledge of these major debates, to experience the specificity and scope of the issues and crises at hand, to analyse the policy responses to the various challenges discussed, and to assess the potential impact of these issues on the future of the Union.

In March 2017, at a time when the political and social developments in the Central European countries were under increased scrutiny, the students set out to explore the differences in national identities of three Visegrád Group states: Czech Republic, Slovakia, and Hungary, which allowed participants to familiarise themselves with the historical processes that shaped these countries in the past in order to better understand their relations with their neighbours. Specifically, the trip allowed students to examine the theoretical underpinnings of the historical processes affecting the formation of national identities in Central Europe; to appreciate the multi-faceted richness of the cultural heritage of the Czech Republic, Slovakia and Hungary; to analyse the main historical events and processes that have shaped their national identities, particularly in the late modern period; to highlight the consequences of different political trajectories on the contemporary political scene in the three countries; and to illustrate the impact of

political institutions and actors on memory debates in Hungary.

Since 2013, the College of Europe in Natolin has ventured with its students into the South Caucasus region. The agenda focused on the complicated regional security situation in this important part of the EU’s neighbourhood, to examine the causes and immediate effects of the Velvet Revolution, and to observe the progress of political and economic reforms undertaken since the Rose Revolution. More specifically, the trip allowed the students to gain an awareness of the geopolitical context in which Georgia and Armenia operate and an appreciation of its role in their foreign policy orientations; to develop an understanding of the roots, evolution, and current status of the territorial disputes in which both states are involved; to appreciate the role of civil society in advancing the reform agenda; to explore the interests, extent and methods of involvement of external actors in the domestic politics of both visited states; and to discover the original and rich historical and cultural legacies of Georgia and Armenia.

The scale of the whole enterprise should not be underestimated, for its most powerful features are certainly not limited to the variety of countries visited, the salience of the issues addressed, or the depth of understanding gained.

Over the past 16 years, students have interacted with a cumulative total of 2117 (two thousand one hundred seventeen) speakers during the trips, an average of 141 speakers per academic year

Yet, much of what the students gain from the study trips is not due to their sheer numbers, but to the care taken by the College of Europe in Natolin to ensure that the profiles of these speakers are diverse. Typical speakers on a study trip have included representatives of national and local authorities, public opinion makers, think-tankers, journalists, representatives of civil society, and researchers who are invited to speak on topics relevant to each study trip. In addition, meetings are usually arranged, as appropriate, with actors

and institutions involved in development projects in a given country.

INTERNATIONAL COMPETITIONS

International competitions are an excellent way for our students to develop transversal professional skills and gain valuable experience for their CVs. Therefore, at the College of Europe in Natolin, we encourage our students to participate in a variety of events, both on and off campus, throughout the academic year.

In past years, students have been offered the opportunity to participate in international competitions such as the National Model United Nations (NMUN) in New York. During the simulation game, which takes place in

NMUN 2010 (country represented: Armenia)

2 Prizes:

Honorable Delegation Award (‘bronze medal’)

Outstanding Position Papers Award

NMUN 2012 (country represented: Türkiye)

1 Prize:

1 Outstanding Position Paper Award

NMUN 2014 (country represented: Moldova)

9 Prizes:

Outstanding Delegation Award (‘gold medal’)

6 Outstanding Position Paper Awards

2 Outstanding Delegate in Committee Awards

NMUN 2016 (country represented: Georgia)

8 Prizes:

Distinguished Delegation Award (‘silver medal’)

6 Outstanding Position Paper Awards

1 Outstanding Delegate in Committee Award

NMUN 2018 (country represented: Estonia)

7 Prizes:

Distinguished Delegation Award (‘silver medal’)

6 Outstanding Position Paper Awards

conference centres in Manhattan and at the UN Headquarters in New York, students act like true diplomats and work hard, engaged in caucusing, preparing and delivering speeches, drafting working papers, negotiating common positions with other countries, and voting on draft resolutions. The College of Europe in Natolin participated in this simulation for 9 consecutive years between 2010 and 2018 with teams of 8–14 students representing countries such as Armenia, Georgia, Türkiye, Azerbaijan, Moldova, Syria, Tunisia, and Estonia.

As a result of thorough preparation and hard work during the simulation, over the years Natolin students managed to bring home an impressive number of 46 ‘NMUN Awards’ in this world’s largest and most important simulation of the work of the United Nations. This impressive record number of awards is detailed below:

NMUN 2011 (country represented: Georgia)

1 Prize:

Outstanding Position Papers Award

NMUN 2013 (country represented: Azerbaijan)

5 Prizes:

Distinguished Delegation Award (‘silver medal’)

3 Outstanding Position Paper Awards

1 Outstanding Delegate in Committee Award

NMUN 2015 (country represented: Syria)

7 Prizes:

Outstanding Delegation Award (‘gold medal’)

4 Outstanding Position Paper Awards

2 Outstanding Delegate in Committee Awards

NMUN 2017 (country represented: Tunisia)

6 Prizes:

Honorable Delegation Award (‘bronze medal’)

5 Outstanding Position Paper Awards

Our students participating in the National Model United Nations at the UN Headquarters in New York.

Students gaining firsthand insight into European border security operations during their visit at the Frontex Headquarters office.

In July 2018, the College of Europe in Natolin participated for the first time in the European Universities Debating Championship (EUDC), hosted that year by the Novi Sad Business School in Novi Sad, Serbia. In this annual tournament, more than 700 participants from over 30 countries across Europe (including universities such as Oxford, Cambridge, Sciences Po Paris) compete in a battle of wits and skills to see who can present the most convincing and comprehensive argument on an assigned topic with only 15 minutes of preparation. The EUDC is conducted in English, with nine preliminary rounds over the first three days and a different topic in each round. The Natolin team ended their exciting journey in the competition just before the quarter-finals.

In 2019, Natolin students participated in the London International Model United Nations (LIMUN). The simulation is the flagship annual event of the LIMUN Foundation, welcoming over 1,500 delegates for three days of intensive debate. The student-led preparation programme was based in part on the preparations for NMUN, with support from Natolin staff where necessary. Due to the different format of the simulation, the delegates represented numerous countries (e.g. South Africa, Qatar, and Nigeria). After two days of intensive committee sessions, the efforts of the Natolin delegates at LIMUN 2019 were recognised, as five of our students were rewarded for embracing the principles of cooperation and dialogue, and for being able to make subtle concessions while maintaining their policy interests. The team of the College of Europe in Natolin was victorious, winning 2 Diplomacy Awards and 3 Honourable Mentions

Finally, on 25-27 April 2025, a team of Natolin students participated for the first time in the Central and Eastern European Moot Court Competition, a prestigious legal exercise that offers participants the opportunity to engage in a mock trial designed to simulate the proceedings of a real-life legal case. The Natolin team reached the semi-finals , a remarkable achievement given the fact that this was our students’ first ever participation in this moot court competition.

This competition not only enriches the students’ academic experience, but also allows them to develop a deep understanding of international legal practices and procedures in a dynamic, hands-on environment. Students have an opportunity to hone critical skills that are essential both in the legal field and beyond. These include writing proficiency, as they draft legal documents with precision and clarity; oral communication, which strengthens their public speaking and argumentation skills; and teamwork, as they work together to prepare and present their case. Each of these skills plays a crucial role in building their professional capacities and preparing them for future careers.

Throughout the preparation process, students are supported by a dedicated team of permanent faculty and academic staff who provide valuable feedback on the written submissions that students will later present orally. This mentoring plays a key role in shaping the students’ understanding of legal principles and their ability to articulate complex arguments effectively, further enhancing the educational experience at the College of Europe in Natolin.

INTEGRATING DIGITAL SOLUTIONS

Information technology has transformed every field of activity, including our everyday lives. Thus, digital technology has been injected into the EIS curriculum, and several activities from the College’s broader portfolio have been adjusted to reflect its role and impact. In addition, digital tools are being used more frequently and intensively in student life.

INCORPORATION OF DIGITAL THEMES IN THE ACADEMIC OFFER

Natolin has long recognised the growing importance of the digital world in today’s society, and has launched numerous initiatives to better prepare students to deal with its challenges and opportunities.

Since 2013, study trips have included topics related to information technology, cybersecurity, and e-government, including a visit to the NATO Cooperative Cyber Defence Centre of Excellence in Tallinn, Estonia.

The EIS programme has also been systematically enriched with ‘digital elements’. In the 2016/2017 academic year, a course on ‘Digital Economy’ was introduced into the curriculum. It aims to provide students with the fundamental analytical tools to assess the impact of EU digital policies on the European economy and society. In 2017/2018, a new course on ‘Journalism and Strategic Communication in a Digital Age’ was introduced, designed to impart a critical understanding of digital media techniques from a theoretical and practical perspective. For the 2018/2019 academic year, a compact seminar on the ‘Digital Transatlantic Rift’, and

internal data.

Figure 9: Publications by Natolin academic sta by publication type Source: College of Europe in Natolin,

Figure 10: Evolution of Digital and Technology related courses (% of curriculum)

a ‘Digital Diplomacy’ simulation game were added to the curriculum, significantly expanding digital-related content. The process continued in 2023/2024 with the introduction of a specialised course on ‘The EU and the Geopolitics of Disinformation and Digital Communication in the Neighbourhood and Russia’, which aims to develop an understanding of Russian disinformation campaigns, their methods and techniques, and their potential for success. See Figure 10 above.

Finally, the College of Europe in Natolin has significantly strengthened its digital agenda with the introduction of the Digital and Security Nest and later the Digital Transformation Nest. These initiatives have broadened the scope of digital education, highlighting contemporary challenges such as cybersecurity and the profound impact of digital transformation on societal structures.

The Digital Transformation Nest, in particular, has fostered in-depth exploration of issues such as artificial intelligence and its societal implications, thereby enhancing students’ understanding and engagement in the digital realm.

DEPLOYMENT OF DIGITAL TOOLS IN STUDENT LIFE

The Academic Administration, which provides guidance and support to the EIS academic programme, took several measures to further enhance the administrative efficiency of the EIS programme during the reporting period.

Students actively participate in all aspects of student-led conferences, including producing content. Here, they are recording an interview with Dr Patrycja Sasnal, the mentor of the Migration and Human Rights Nest, during an event they organized.

Digital technology has been injected into the EIS curriculum, and several activities from the College’s broader portfolio have been adjusted to reflect its role and impact. In addition, digital tools are being used more frequently and intensively in student life.

A series of lectures and talks on the political and social impacts of digital technology has been introduced, touching on 7 key subjects: the relationship between humans and technology, biases in machine learning, artificial intelligence, social media, internet governance, cybersecurity, and international law.

Students record and edit podcasts for their own Spotify channel – Natolin Nest Talks: Transforming Ideas.

The College of Europe in Natolin has been continuously developing a digital learning environment for its students. Students can access all the information they need for their studies – including course-related texts, rules and procedures, forms and applications, etc. – through the dedicated intranet. The first version was launched two and a half decades ago, in 2000. This original version offered functionalities such as basic official communication and a repository of documents and information. It underwent major revisions in 2014 and 2023, resulting in an improved learning experience. It now includes all e-learning course materials for our students, as well as all applicable rules and regulations and information on all services provided on campus.

Similarly, in terms of both scale and importance for our students, efforts have been made to digitise the academic calendar and scheduling. From the second semester of the 2017/2018 academic year, the agenda for all courses and all other Natolin activities was made available in the form of an electronic calendar, known as the eWeekly. This marked a switch from paper-based calendars and represented a significant improvement in terms of user-friendliness and convenience. The eWeekly was updated in real time and could be accessed by all Natolin students via their mobile devices. However, we wanted to extend their visibility beyond the upcoming week, which had been the norm since the creation of Natolin. Indeed, since December 2020, students have received individualised schedules (i.e. only the elements of the schedule that concern them individually), with full semester visibility (as opposed to just the week ahead), and immediate and automatic implementation of any changes, all in the electronic student accounts within the College of Europe in Natolin domain. This was met with much appreciation.

Before it became ubiquitous during the pandemic, Natolin implemented distance learning in a virtual classroom through videoconferencing. Since the 2018/2019 academic year, this system has been used by the College of Europe in Natolin as part of its joint Master of Arts in Transatlantic Affairs (MATA) with the Fletcher School of Law and Diplomacy at Tufts University. Courses take place at the Fletcher School in Medford, Massachusetts,

with students from Natolin and its sister campus in Bruges participating remotely. Importantly, meetings of the MATA Joint Committees, as well as the College of Europe’s own Academic Council, are also held in whole or in part by videoconference.

Already in the summer of 2019, we transformed our introductory courses from traditional face-to-face classes into online e-learning modules, combined with onsite Q&A sessions with professors. Prior to the start of the academic year, students who had needed to strengthen their backgrounds in politics and international relations, economics and law, had attended a series of courses on campus to prepare them for the more advanced courses that would follow. With hybrid delivery, the preparatory courses became available to all students in advance, and remained so throughout the year in case of need. It was natural for us to build on this model in our summer 2020 hybrid delivery strategy.

During the 2018/2019 academic year, another ambitious project took shape: the recording of course sessions (both audio and video) held on site at Natolin. In order to avoid unnecessary stress for students, we wanted to be able to make specific missed sessions available through a dedicated digital platform to specific students who would have been absent from classes due to illness, hospitalisation, or family bereavement. The last cameras were installed and guidelines written in 2019, and the system was launched in September 2019.

In order to reduce waiting times and increase convenience for our students, in December 2019 we introduced a system for the electronic delivery of official documents . Indeed, we issue a number of official documents, such as Diplomas, Diploma Supplements, Transcripts, Certificates, or Attestations. We have developed a simple but secure solution that consists of creating individual folders for each student, attached to their account in the same domain as their Natolin email address. We simply deposit the various documents in this virtual box whenever they are available. As a result, students can consult their correspondence, their schedule and their official documents in the same place, with the same login.

While the above electronic document delivery system was designed for on-campus students, we also wanted to improve the document request experience for our alumni. We therefore undertook the process of digitising the archives of official documents. All the above categories of official documents (Diplomas, Supplements, Transcripts, Certificates, Attestations) from the beginning of Natolin’s existence (1992) have been thoroughly scanned by January 2020. Access to such a database is invaluable, and we can now process all requests for verification, certified copies, and various attestations with remarkable efficiency.

Our digitisation efforts have certainly not left out assessment. Since 2020, all written exams organised at the College of Europe in Natolin have been digital, with the obvious exception of a limited number of oral exams. Although the outbreak of the pandemic accelerated the transition from paper-based to computer-based exams, it had been conceived years before. Digital examinations take place on a dedicated examination platform, which allows for different degrees of openness, e.g. closed-book, open-book with locked browser, and printed or pre-uploaded materials. Oral examinations themselves have been partially digitised; in cases where the physical presence of the professor is not possible (e.g. due to illness), oral examinations are conducted

remotely, with the student and the academic assistant present in the examination room.

More recently, in 2023, we introduced an intranet for our visiting professors. This new platform has replaced a lengthy document containing all the relevant regulations and information shared with the professors in the past in the form of a PDF file. Professors now have access to all the information they need for their teaching, travel and stay at Natolin, updated on a regular basis.

Finally, the acceleration of the development of artificial intelligence following the release of ChatGPT raised many social concerns. In the academic context, one of the most important was the fairness of assessment, given the possibility of using the generated content. This issue was on Natolin’s radar already since the release of GPT-2, but the rate of improvement between GPT-2 and GPT-4 was indeed surprising. The initial reaction was cautious, as the Academic Council of the College of Europe decided to ban such use from the second semester of the 2022/2023 academic year. At the same time, the Natolin staff continued to reflect on the issue and gained practical experience that led to a review of the initial approach. As a result, both the students of the subsequent promotion and the Natolin staff had the opportunity to participate in AI-related workshops. The academic administration and the EIS Department have taken steps to discourage visiting professors from asynchronous written assignments in favour of more controlled examination environments, and have vigorously paved the way for the introduction of the oral defence of Master’s theses into the already intense academic agenda. Having gained additional expertise, also as a result of its participation in the multi-stakeholder AI-oriented ASEF Innovation Laboratory 5, the College of Europe in Natolin is in the process of developing and updating a more comprehensive AI policy. Its intended objectives are to promote openness to AI-related innovations, while recognising their epistemic limitations, based on an understanding of their statistical nature, and ethical alignment with the values that permeate the Natolin community.

The Climate Transition Lecture Series, an annual event organized by the Natolin Nests. The pandemic edition was delivered using streaming technologies.

As part of the Climate and Energy Transition Nest programme, students actively participate in preserving the Natolin oaks—natural monuments that are over 300 years old.

TURNING SETBACKS INTO STRENGTHS

The coronavirus pandemic was certainly not the only setback Natolin faced. The global financial crisis of 2008-09 presented us with tangible difficulties, such as a sudden drop in student enrolments. Even then, our instinct was to turn the situation to our advantage. In fact, it spurred us on to find new ways of attracting students. What’s more, it ultimately contributed to the redesign of the curriculum, which placed more emphasis on the EU’s new ambitions to shape relations with its neighbours, leading Natolin to specialise in the EU’s neighbourhood and enlargement.

However, the global pandemic presented us with a whole new set of obstacles to our mission and all aspects of our daily activities. It came rather suddenly, with far-reaching implications. We set out to ensure that our students had the best possible conditions for their studies notwithstanding the context, that their diplomas were neither undervalued nor overvalued as COVID-sponsored, and that we would use this crisis to emerge stronger than before, with minimal negative repercussions.

COVID CRISIS MANAGEMENT – WELL MANAGED

The year 2020 began like any other, with the SARS-CoV-2 virus still seeming distant. February was a breaking point, and from Saturday 14 March, officially, but in practice already from Wednesday 11 March, we switched from physical to virtual teaching until the end of the academic year in June, although we kept our students on campus.

The transition was almost instantaneous. It occurred within two days, during which we informed our professors, trained our students and staff, set up the necessary equipment, and conducted the tests. The result was as pleasantly surprising as the switch was quick. In the second semester of the 2019/2020 academic

year (January-June), 57% of all curricular activities were delivered in physical mode and 43% in online mode. For the whole year, the ratio is almost exactly 2/3 for physical and 1/3 for online mode. 97% of all hours taught online took place in the second semester.

The smooth transition did not stop there. Natolin students already enjoyed unparalleled access to academic and administrative support. For example, in both the 2019/2020 and 2020/2021 academic years, the ratio of visiting professors and all permanent academic staff to students was 1:1.11. In other words, for every student, there was approximately one visiting professor or academic staff member on site. However, we implemented additional measures to support this transition.

We agreed with student representatives to extend deadlines for written assignments during the first week of the transition to online teaching. Individual academic support for students was intensified by assigning a group of specific students to a specific academic assistant who then followed up with them. Later, over the summer, we introduced feedback sessions, individual or group exchanges between professors and students on student assignments, which aimed to reinforce the feedback given to our students on their coursework, and to enhance the interaction between our students and professors. The format of all examinations was changed to a take-home format, and the examination timetable was revised to allow for postponement at the request of students. Additional academic support was provided by our resident faculty through the organisation of special meetings or regular office hours. Students were given the opportunity to change their study trip destination once the study trips were converted to online modules, and we took advantage of the online format to provide students with access to lectures from other trips. These are just a few examples.

It was important to ensure that our response to the outbreak was gauged correctly. This meant easing the

Sviatlana Tsikhanouskaya, Belarusian opposition leader, delivering a high-level lecture in 2020 — the year of significant political upheaval and nationwide protests in Belarus.

Despite the challenges, we remained committed to achieving our educational goals during the COVID-19 pandemic.

Creation of the Digital & Media Nest

transition to online teaching, but not overdoing it Obtaining a College of Europe diploma from Natolin ought not be easier or harder, just slightly different given the circumstances.

CALIBRATED ADAPTATION TO NEW REALITY

At the end of the 2019/2020 academic year in June, a unanimous and clear decision was made to avoid online-only instruction and to put maximum effort into face-to-face teaching. It would clearly have been much less complicated and very straightforward to opt for online teaching. Our decision required constant readjustment of policies on masks, room capacity and layout, disinfection, restaurant regime, and much more. It also necessitated regular large-scale testing on campus, for both students and staff.

In addition to the changes to the sanitary regime, a number of fundamental innovations were introduced over the summer to improve the experience of our students and to adapt our operation to the context. The first and foremost of these was the introduction of hybrid delivery of elements of the EIS Academic Programme.

Creation of the Journalism and Media Nest

Creation of the Digital Transformation Nest

10: Evolution of Digital and Technology related courses (% of curriculum)

Source: College of Europe in Natolin, internal data.

In terms of methodology, the central element of our strategy was to transform, as far as possible, those parts of our academic programme that required the least interaction, into e-learning materials that would be available digitally to students enrolled in the given course. This would most often take the form of pre-recorded videos. The interactive parts would be delivered in the traditional format on campus where possible and, where not, via video conferencing software. In terms of technical solutions, in all our classrooms we installed a desk-based multimedia system with real-time online two-way transmission to other classrooms on campus and to students off campus. This allowed the seats in each classroom to be kept at a distance in accordance with applicable regulations/guidelines, the professor to be present, and all students to interact with each other and with the professor. In exceptional (and time-limited) periods, all classes were moved online, but soon returned to the hybrid mode. We also started to build an in-house studio for e-learning recording and welcomed new team members in charge of digital and e-learning technologies.

During COVID, students had the option to return home, but the majority stayed on campus and tried to maintain a sense of normalcy.

Figure 11: Trends in teaching modes (2019–2025, % of hours)

Source: College of Europe in Natolin, internal data.

Figure

As a result, in the first semester of the 2020-21 academic year (classes run from the beginning of September to the end of November), 67% of all hours within our academic programmes were delivered face-to-face. Of the remaining 33% of online teaching, 9.5% was delivered in e-learning format and 23.5% via the multimedia desk-based system. See Figure 11 above.

Similarly to the course delivery, the examinations were conducted in a hybrid format. While all written exams in the December session were converted to a fully digital format, were open book in nature, and were taken remotely, the oral exams were carried out in person. We extended this model later in 2021, when written exams in the May-June session were conducted in person in classrooms, while retaining their digital and open-book format.

In order to compensate for the somewhat reduced frequency of face-to-face contact with academic and administrative staff, and to generally enhance student support, comprehensive and detailed answers to frequently asked questions on the most puzzling issues for students have been formalised. It is continually revised and updated.

PREPARATION AS A PREREQUISITE FOR SUCCESS

All this has been achieved thanks to the dedication and perseverance of our staff and students. But the key to this success has been the groundwork laid long before.

The COVID pandemic did not hinder the successful organization of simulation games.

The global financial crisis of 2008-09 and the coronavirus pandemic of 2020–2021 presented us with tangible difficulties. Even then, our instinct was to turn the situation to our advantage. It ultimately contributed to the redesign of the curriculum, which placed more emphasis on the EU’s new ambitions to shape relations with its neighbours, leading Natolin to specialise in the EU’s neighbourhood and enlargement.

Since 2009, 93% of the students who completed their academic year at Natolin received their diplomas.

During COVID, the canteen implemented measures that ensured a safe environment and protected the students.

More specifically, what played an important role in our smooth management of the pandemic’s impact on our teaching and our students was, on the one hand, the progressive formalisation and clarification of the various rules and guidelines applicable to studies at Natolin and, on the other, the increased efficiency of administrative and academic procedures through digitalisation. It is true that these efforts accelerated in 2019 and continued into 2020. In the first months of the initial chaos and stress of life with COVID, this clarity was much appreciated by the students and very useful for us.

Our digitisation efforts and impacts are described in detail in the previous section of this chapter. They focused on the creation of e-learning modules, hybrid course delivery, personalised digital student calendars, recording of course sessions and making them available to absent students, electronic delivery of official documents to students, and digitisation of official document archives.

Our formalisation and clarification efforts concerned rules and guidelines for Master’s theses, examinations, and feedback to students.

In the summer of 2019, we codified the rules for takehome exams, which did not formally exist before. They take the form of a take-home paper of longer duration than the traditional 2–4 hours, usually at least 24 hours. The system of take-home examinations and the rules defined subsequently formed the backbone of the examination system introduced during the COVID-19 pandemic for both the College of Europe in Natolin and in Bruges.

Shortly afterwards, in September 2019, a comprehensive guide on the elements of assessment at Natolin was developed, aimed at both our students and our professors. Because our faculty come from such diverse academic backgrounds, and include non-academics, it is natural that our assessment system, and the requirements and practices associated with it, are new to many.

Even earlier, uniform standards for assessing and marking student work were introduced. These guidelines, available only to professors, were revised in 2018 to set clear reference points and general descriptions for marking different categories of work (e.g. class assignments, exams, theses).

In the same vein, in 2020, assessment forms for various assignments during the semester (academic paper, literature review, policy brief, presentation, role play) were progressively introduced to provide students with formative feedback on their work. The assessment forms are fully customisable to the evaluation criteria of a given assignment and allow professors to provide feedback to students in a structured and time-efficient manner. Such feedback, given before final examinations, enables students to further improve their academic performance.

The Master’s Thesis Study Guidelines were already drawn up in 2015. Their purpose follows a two-pronged strategy, as they are designed to help both students and professors. The research guidance for students has already been described in detail. But from an organisational point of view, it was also important for students to have a ready resource in a standardised, written form. These guidelines were expanded and updated in 2018 and 2023.

Specifically for the ‘flying faculty’, all essential elements of the thesis supervision process were gathered in the ‘Guidelines for Master’s Thesis Supervision’, first published in 2016. Following feedback from professors, the guidelines were restructured and expanded in 2018.

EMERGING STRONGER

Getting used to the new context and creating new habits and procedures always necessitates more effort. Much more creativity was required on a daily basis, as was the balance to be struck between efforts to compensate for the additional difficulties for our students and efforts not to overcompensate. All of this has been

Students waiting to receive their meals in the canteen safely – wearing masks, protected by screens, and maintaining social distance.

Students enjoying wintertime in Natolin and spending quality moments together during this socially challenging period.

Thierry Tardy

VISITING PROFESSOR AT THE COLLEGE OF EUROPE IN NATOLIN SINCE 2022

FORMER DIRECTOR OF THE RESEARCH DIVISION AT THE NATO DEFENSE COLLEGE

One of Natolin’s main comparative advantages is the place and the people. The place – it’s a fantastic campus, very nicely located, and evidently conducive to good academic thinking and studying, so it is difficult to think of a better place to study. And then the people: the multicultural, multinational dimension of the students here adds to the richness of the place. I can see this every day when I discuss with the students, and I can see that the fact they come from such diverse countries, cultures and backgrounds adds to the richness of discussions.

underpinned by a constant concern for the health of our students, including their mental health.

In the end, our strategies and policies worked.

In 2020, with two promotions 2019/2020 and 2020/2021, totalling 267 students, only 6.7% of students tested positive for COVID-19.

No one has ‘abandoned ship’. Neither students nor professors, nor our colleagues. The 2019/2020 academic year saw a 100% completion rate, meaning that the same number of students started and finished their academic year. In the academic year 2020/2021, the figure was the same. The graduation rate remained high at 94.7% in 2019/2020, and 97.8% in 2020/2021. The faculty members in 2019/2020 and 2020/2021 consisted of 91 visiting professors and 9 resident professors, which was the highest number at the time, and in neither of the two academic years in 2020 did any professor resign from teaching.

Although the pandemic postponed the reform of the EIS academic offer, it came out richer. In the summer of 2020, between the 2019/2020 and 2020/2021 academic years, only minor adjustments were made to the EIS programme. However, in 2021, we continued with our goal of strengthening our areas of specialisation by enriching the offer. The magnitude of the academic reform carried out was only comparable to that of 5 years earlier, in 2016. We have not only strengthened our existing specialisations (e.g. European neighbourhood policies and strategies, European civilisation, energy and environment, media and journalism, or migration), but we have ventured into new, albeit understandably closely related ones (such as security studies, religion studies, and further area studies – Asia, Latin America). All in all, we increased our offer by almost 20%, from 101 courses on offer in 2020/2021 to 120 in 2021/2022, reaching a record number in Natolin’s history and an impressive ratio of courses on offer to students of 1:1.08. This reform was carried out alongside improved assessment, course selection mechanisms, and better profiling of specialisation majors within the programme.

We experimented with and significantly expanded our unique teaching and learning method – the study trips In the 2019/2020 academic year, 6 study trips took place, 2 in the first semester and 4 in the second, to 2 countries (10 overall digitally). Despite the travel restrictions in the second semester, the academic programmes of the study trips were maintained and transformed into almost 80 hours of digital content, including 8 online preparatory lectures and about 50 online special lectures, panels, and other digital encounters with about 80 speakers connected from several countries, such as Belgium, France and Luxembourg; Estonia, Finland, Latvia, and Lithuania; Jordan; as well as Bosnia and Herzegovina, Montenegro and Serbia. There were 145 hours of activities in total, whether preparatory lectures, sightseeing or academic events, and the total number of speakers for all trips was 129 (1.3 times the total number of Natolin visiting professors). In 2020/2021, a record number of 9 study trips took place: 5 in the first semester and 4 in the second, to 4 countries in-person (Czech Republic, Germany, Lithuania, and Poland). Although all the second semester trips were once again converted to online programmes, the record number was increased by 3 field trips to different regions of Poland in June. This brings the total number of trips to an astonishing 12. There were a total of 300 hours of activity, and the total number of speakers for all trips was 270 (2.7 times as many as the entire Natolin visiting professorship).

Beyond all these achievements and lessons learned, the rich catalogue of innovative solutions conceived is carried forward. Once the gates of previously impossible changes were opened, far fewer ideas and initiatives seemed unattainable. It was this optimism that we brought with us into the post-pandemic era.

LOOKING AHEAD

Over the past decade and a half, the College of Europe in Natolin has built up a proud record of improvement, strengthening, updating, and refining the academic offer and its related elements.

The formula described in the pages above has worked remarkably well. The College of Europe in Natolin attracts and educates an increasing number of students with robust academic credentials and a passion for the mission before them, and yet a consistent number of them graduate each year. As shown by the cumulative average graduation rate (see Figure 12 below), we have maintained a remarkable long-term success rate, with an average graduation rate exceeding 93% since 2009. This consistency reflects the sustained quality of the academic programme and its adaptability to a growing and diverse student body.

Building on this strong foundation, the College is committed to maintaining and enhancing its formula through targeted innovation, ensuring that the EIS programme remains at the forefront of academic excellence.

Natolin aims to further strengthen its specialisations In addition to broader thematic majors, the EIS programme allows its students to develop expertise in even more specialised areas through its innovative Nests initiative, which actively fosters engaged and interdisciplinary learning. The Nests significantly enhance student specialisation. Each Nest focuses on a specific thematic area, such as Climate and Energy Transition, Digital Transformation, Religion and Politics, Migration and Human Rights or Geostrategy, and offers students a deep dive into these topics. Through highly specialised

lectures, field tips and simulation games within these Nests, students gain advanced knowledge and expertise, closely aligning their education with their academic and professional interests.

The aim is also to continue to improve Natolin’s standing as a teaching and research institution. A fundamental extension of our efforts to date will be to increase student involvement. This is achieved through the Nests initiative, where students are immersed in practical experiences such as policy paper development, field trips, conference organisation and active participation in global events such as COP24 in Katowice. These opportunities not only deepen their academic skills but also encourage active debate and discussion, fostering a vibrant and interactive learning environment that is essential for both personal and intellectual growth.

Natolin will continue to emphasise the importance of off-campus activities and strengthen its commitment to study trips, a unique and successful tool for academic and social enrichment. In order to improve this already effective endeavour, efforts will be made to provide an even greater diversity of countries, societies and environments with which students should interact, while at the same time broadening the range of topics covered during these trips.

Figure 10: Evolution of Digital and Technology related courses (% of curriculum)

Source: College of Europe in Natolin, internal data.

Figure 11: Trends in teaching modes (2019–2025, % of hours) Source: College of Europe in Natolin, internal data.

Figure 12: Cumulative graduation rate (% of students awarded diplomas a er completing the academic year)

College of Europe in Natolin, internal data.

In addition, professors will be encouraged to capitalise on Natolin’s location by conducting some of their teaching off-campus, exploring the history and heritage of Warsaw, Poland, and East Central Europe. This process has already begun with a special workshop on politics and historical memory, organised in cooperation with Warsaw’s museums. More courses offering this kind of learning experience are planned for the future.

Moreover, the blended learning approach introduced with the introductory courses will be developed further. Initially offered before the first semester, these courses have been transformed into online modules accessible to all students. One of Natolin’s distinguishing physical characteristics and a cherished comparative advantage is its exceptional environment. Its park-like campus, its genius loci, creates for our students a surrounding that

encourages living and learning in constant interaction with diverse opinions and ideas. Natolin does not intend to transform its campus into a fully virtual learning environment. New projects must take this specificity into account and build upon it, rather than trying to supplant it. Therefore, Natolin’s short- and long-term ambitions will focus on complementing on-campus teaching and learning encounters with online sessions and tools, whose role will be to enhance rather than replace these interactions.

Finally, the College of Europe in Natolin also aims to enrich the experience of its students and the overall learning environment with practical yet fundamental aspects of their year-long experience at Natolin.

DEVELOPING PROFESSIONAL AND TRANSVERSAL SKILLS AND COMPETENCES

For most students, the College of Europe in Natolin represents the final year of formal education and serves as a springboard to a successful professional career. While students are educated to a very high standard and often bring previous work experience through internships and volunteering, the transition to the professional workplace can still evoke apprehension. Many students harbour unwarranted doubts about their skills and employability, underlining the importance of guidance during this crucial phase.

Recognising the growing need to bridge the gap between academic and professional life, Natolin began offering career support in 2008. This assistance included individual consultations, guidance on how to improve CVs and motivation letters, and, from 2009, workshops designed to explore diverse career paths. In 2014, the Natolin Careers Service was formally established, initially led by Ms Urszula Rapacka. She was succeeded by Mr Łukasz Dobromirski. In 2020, a full-fledged Professional Development Programme (PDP) was introduced, providing students with intensive training delivered by experts with first-hand experience in various fields. This programme aimed to equip students with practical skills and competences tailored to the demands of the European labour market. In 2024, the Career Services were merged with the Professional Development Programme and placed under the leadership of Mr Anis Issa. This integration marked the culmination of years of innovation, aligning the office’s mission with the evolving academic and professional aspirations of Natolin students.

EVOLUTION OF ACTIVITIES

Since 2008, students have expressed a growing need for enhanced support in building the bridge between their academic and professional lives. Initially, professional

development at Natolin was coordinated by the Student Affairs Officers. Career aspirations were discussed in individual meetings with students and assistance was provided in reviewing CVs and motivation letters. Due to the high level of interest, it was clear that the scope of the support needed to be expanded for the following academic year 2009/2010, and a selection of workshops was introduced:

Cross-cultural communication: a workshop aimed at developing students’ awareness of their own assumptions, emotions, and attitudes towards others;

EPSO competition: a workshop to develop students’ awareness of the analytical and logical thinking that underpins recruitment processes. The workshops specifically covered EPSO’s computer-based tests (numerical, abstract, verbal reasoning, and situational judgement);

Diplomatic protocol: an interactive presentation where students learn the historical foundations of diplomacy and gain a basic knowledge of diplomatic protocol and etiquette.

In 2012, a series of workshops on effective learning techniques and mind mapping were introduced at the very beginning of the academic year with the aim to help students manage the demanding academic programme.

From the outset, an important part of preparing students for their professional lives has been to provide opportunities for networking and learning first-hand about the career paths of professionals. Consequently, the Natolin Careers Service, in cooperation with the Communications and Recruitment Office, organised networking evenings and career sessions during the alumni reunions that regularly take place at Natolin.

A student giving an interview during the annual Climate Transition Lecture Series, organized by the Climate and Energy Transition Nest — an opportunity for students to engage and practice at multiple levels.

The aim of the Natolin Careers and Professional Development Office is to help students develop a mature awareness of their competences, acquire knowledge of how and where to apply these and communicate them effectively to their potential employers.

Today, every student is invited to meet with a member of the mentoring team within the first 21 days of the academic year to support their process of defining a goal and charting a course for their future career and life.

Career aspirations are discussed in one-to-one meetings with students, and assistance in reviewing CVs and motivation letters is provided.

There are 6 alumni reunions organised every year.

Per Manfred Ibold

NATOLIN ALUMNUS OF THE STEFAN ZWEIG PROMOTION

1993/1994

MINISTER COUNSELLOR AT THE DELEGATION OF THE EUROPEAN UNION TO THE RUSSIAN FEDERATION

Lifelong friendships and career preparation

In 1994, the post-socialist systemic transformation was making great strides and Sweden was on the verge of its EU accession. Well known as the most prestigious institution for post-graduate European affairs studies, the College of Europe offered me the exciting opportunity of applying for its newly created second campus. Through Natolin, I built lifelong friendships, and I thoroughly enjoyed the intellectually stimulating approach by the distinguished faculty. It prepared me well for my career in the European institutions, starting with practical work on rule of law conditions in the 5th enlargement negotiations and continuing to this day by working with our Eastern European partners to advance freedom and security in the face of Russian aggression.

Students actively participating in a discussion on EU trade and economic security with EU Commissioner Maroš Šefčovič, responsible for Trade, Economic Security, Interinstitutional Relations and Transparency.

Engaging in direct dialogue with experts from Frontex.

EPSO workshop focused on developing practical skills through active learning.

Visit of Andorra’s Prime Minister, Xavier Espot Zamora, hosted at the invitation of our students, who also moderated the high-level discussion.

Oonagh M. Buckley

NATOLIN ALUMNA OF THE CHARLES IV PROMOTION 1992/1993

SECRETARY GENERAL AT THE DEPARTMENT OF THE ENVIRONMENT, CLIMATE AND COMMUNICATIONS OF THE REPUBLIC OF IRELAND

A deep understanding of ties that bind us across Europe

Attending the College of Europe and travelling to Natolin in Poland expanded my horizons and has left me a legacy of friends from across the world and a deep understanding of the ties that bind us across Europe. The knowledge I gained there has helped me throughout my career in the public service.

A significant part of these events were, and still are, sessions in which the alumni present their career paths and share insights from working in specific roles and institutions. These sessions proved very useful for the current students, but also for the alumni, who – thanks to them – were able to refresh their alumni professional network. Nowadays, 6 alumni reunions are organised every year (5 years, 10 years, 15 years, 20 years, 25 years, and 30 years after).

As it was found that students also needed a more indepth perspective on working in specific institutions and professional roles, a series of meetings called ‘Meet the Professionals’ was introduced in 2015. During these informal sessions, professionals from different fields share their experiences about their own career paths and current roles. Over the years, students have had the opportunity to meet, among others, representatives from the European Parliament, the European Commission, the European Investment Bank, Frontex, numerous think tanks, NGOs, as well as representatives from the private sector (i.e. law firms, consulting and public relations companies).

In order to keep students up to date with all relevant career opportunities, the Natolin Careers LinkedIn profile is updated daily with job vacancies. Moreover, Natolin’s public and private sector partners often provide information on internships and job vacancies directly to our students and alumni. All of this is supported by the wealth of career and professional skills resources available in the Natolin Library.

In addition, in-person meetings are organised with representatives of various companies and institutions that are interested in recruiting Natolin students after graduation. During these meetings, students often have the opportunity to sit down individually with representatives of these institutions and present themselves in a short interview.

As certain sectors turned out to be of particular interest to students, an initiative was taken in 2016 to contract professional career advisors with specific sector expertise, such as international organisations (UN),

think tanks, NGOs, EU diplomacy and others. These sessions started with group presentations detailing the characteristics of these sectors and potential career paths, and were followed by individual consultations of the advisors with students on their CVs and individual career aspirations.

In 2017, all students participated in a Development Centre – a case-study based exercise – where two experienced assessors observed students during group exercises and prepared written reports for each participant on their strengths and areas for development. The aim of this process was to identify key development needs across a range of transversal skills such as communication, teamwork, leadership and problem-solving. Although the participants demonstrated an overall high level of communication skills, they seemed less confident when asked to argue their position and persuade others. As a result, regular workshops on argumentation skills have been introduced since 2018.

NETWORKING OPPORTUNITIES

Since 2017, there has been an ongoing effort to build a network of organisations focused on key current issues such as social inclusion, energy and climate, and innovation in education and digital fields. The aim is to provide students with inspiration and opportunities for civic engagement.

In 2018, a cooperation agreement was signed with the Polish branch of the ASHOKA Foundation, an international organisation that promotes social entrepreneurship by identifying and supporting the world’s leading social entrepreneurs – the ASHOKA Fellows. Students have the opportunity to meet several new Fellows from the Polish NGO sector and learn how they developed their ideas, how they turned them into projects, and how to get involved in supporting them. This gives students the opportunity to see how different issues are approached and tackled at a local level, and promotes networking with the local community and a higher degree of cross-cultural awareness. The year 2019 marked the start of cooperation with the Network of Entrepreneurial

Women (Sieć Przedsiębiorczych Kobiet), which aims to support young female entrepreneurs through education, funding and training.

In November 2019, Natolin hosted a session where young entrepreneurs presented their businesses and concepts. This was an opportunity for students to see how ideas can be translated into practice and presented in an impactful way . In the future, there are plans to organise workshops on entrepreneurial skills for students.

Since 2018, consistent efforts have been made to strengthen students’ media literacy skills through workshops and mentoring sessions on professional writing and interviewing skills. These sessions helped students build confidence in their writing skills and, as a result,

publish articles for the Natolin Blog – which now has more than 100 articles – and other media outlets.

Due to the growing interest among students in quality journalism, a decision was made in 2019 to launch the Natolin Communications Platform (NCP) – an umbrella format that brings together all media-related trainings, workshops, fireside chats and meetings with various media professionals on and off campus. One of the highlights of the NCP was the workshop on storytelling conducted by Ms Emma Lacey-Bordeaux, a senior editor at CNN. The workshop was combined with on-camera speaking practice, followed by individual feedback.

In 2019, several students participated in an external event called ‘Building Trust in Journalism’. They also benefited from a workshop on writing skills . The workshops

During the visit of former Latvian Minister of Defence Artis Pabriks, students recorded a Natolin Nest Talks podcast on European security and the war in Ukraine.

Minna Vuorio, Director of the European Personnel Selection Office (EPSO), engaging in direct discussions with students.

were followed by individual consultations focusing on proofreading and editing texts, which were subsequently published on the Natolin Blog.

In partnership with the Wikimedia Foundation Poland, students were offered a series of workshops on Wikipedia – general introduction to the phenomenon of Wikipedia, case studies of some Wikipedia-related problematic issues, and a practical workshop on editing entries. Various students expressed their willingness to get involved in creating and/or editing entries on Wikipedia under the supervision of the Wikimedia Foundation.

Between 2019 and 2024, students were able to benefit from individual consultations with Mr Adam Reichardt, editor-in-chief of the prestigious journal  New Eastern

Europe . In addition, Mr Reichardt offered practical, tailor-made workshops every month, responding to the growing student demand to work on various journalistic skills such as writing, interviewing, podcasting, and more.

PROFESSIONAL DEVELOPMENT PROGRAMME (PDP)

In 2020, the Professional Development Programme (PDP) was launched as a full-fledged component of the College of Europe in Natolin offer. The PDP is designed to equip students with the essential skills, knowledge, and networks to successfully advance their careers. Recognising the evolving demands of the European and global job markets, the PDP provides a structured

Meeting on EPSO: opportunities and career paths for students, including direct discussions and insights.

framework of interactive educational activities delivered by diplomats, professionals from international organisations, EU staff, civil society workers, and others.

The programme is carefully crafted based on three main foundations:

1. Complementing the academic European Interdisciplinary Studies (EIS) programme;

2. Consultations with students and annual evaluations, where the administration takes stock of students’ career priorities;

3. Insights from key European Union reports and publications, such as the European Skills, Competences, and Occupations (ESCO) framework and the European Skills Agenda, which highlight professional development strategies and priorities.

Each year, the programme features an agenda of at least ten sessions covering a wide range of topics, including cross-cultural communication, different areas of diplomacy (e.g. cultural diplomacy, energy diplomacy, and UN Security Council simulations), project management, public speaking, and more. Each session is designed to be concise, lasting no more than eight hours, and students receive a record of the activities they attend.

The programme has proven to be of great interest to students and is highly regarded for its relevance, practicality, and ability to bridge the gap between academic knowledge and professional skills.

LOOKING AHEAD

The College of Europe in Natolin is committed to evolving in step with the rapidly changing European and global landscape to ensure that its programmes remain relevant, impactful, and forward-looking. The Professional Development Programme will continue to offer initiatives synchronised with key developments in the European arena, including policies such as the digital and energy transitions, preparing students to engage meaningfully with these transformative changes. In addition, the growing influence of artificial intelligence will be reflected in future programming, equipping students with the knowledge and skills to navigate an increasingly AI-driven world.

At the same time, we believe in the importance of one-to-one career coaching to address fundamental questions about needs, values, and aspirations. Only then can Natolin students effectively search for and identify career opportunities that match their preferences and ambitions. From the 2024/2025 academic year, a new system has been introduced to ensure that every student is invited to meet with a member of the mentoring team within the first 21 days of the year to support their process of defining a goal and charting a course for their future career and life. Students will be matched with a mentor whose experience is as close as possible to their area of interest. This initiative will evolve into an enhanced mentoring system involving several staff members with different specialisations and academic interests, reinforcing our commitment to personalised guidance and professional development

ADVANCING MULTILINGUAL COMPETENCE AND INTERCOMPREHENSION

The Natolin Languages and Intercultural Dialogue Office (LIDO) was created out of the belief that multilingual and intercultural education goes hand in hand with the development of students’ capacity for reflection, self-assessment and autonomy, along with their awareness and appreciation of cultural differences.

The Office also implements a Specific Objective of the Erasmus+ programme “to improve the teaching and learning of languages and to promote the Union’s broad linguistic diversity and intercultural awareness”.

The Office strives to:

provide professional foreign language education to Natolin students;

promote multilingual and multicultural skills that facilitate mobility, enhance job prospects, and promote lifelong learning;

provide a diverse language learning experience in terms of methods and delivery;

embrace progress through the effective use of technology;

meet the standards set in the Council of Europe’s European Language Learning System;

ensure the continuous professional development of its language teachers.

The Office began its activities in January 2008, when it was known as the Natolin Language Service (NLS).

The small unit, consisting of its first Head, Mr Paweł Bartosik, and six language instructors, began to offer complementary language courses in English, French, German, Polish and Russian to Natolin students. In 2015,

Dr Marta Wojakowska took over as Head of Office. Under her guidance, the number of languages offered grew over time and the team expanded to 11 professionals in the 2019/2020 academic year. The College of Europe has maintained an ongoing collaboration with the Goethe-Institut, which – in addition to offering German language courses – provides Natolin students with free access to the Institute’s extensive library and multimedia resources.

With a core curriculum taught in English and French, the College of Europe in Natolin is one of few genuinely bilingual institutions of higher education. It has always recognised the importance of language learning and intercultural dialogue, especially given the international composition of its student body and the labour market that Natolin graduates seek to enter. Language skills are also vital to European integration and the Union’s external policies

MULTILINGUALISM

In order to promote multilingualism and improve the employment prospects of our students, LIDO has continuously developed and expanded its comprehensive offer and support.

Since 2011, to prepare students for a bilingual learning environment, LIDO has organised a Summer Language Academy for incoming students who need to boost their level of proficiency in English or French. An e-learning programme is also available for those who need more remedial work.

The drive to improve quality and balance the curriculum led to the recruitment of additional English and French teachers in 2011, resulting in the creation of some popular new language courses. Here the aim was to develop

more specialised skills for academic and professional purposes (e.g. Écriture académique, Ateliers d’écriture, Atelier de phonétique de la langue française, Français de la diplomatie, Academic Writing, Everyday English).

This growth came in the wake of the expanding academic interests of Natolin students, whose specialisations (majors) increasingly focused on the EU’s eastern and southern neighbourhoods, or on cooperation with even more distant countries. Thus, the offer was enriched with courses in Spanish and Arabic in 2012 and 2018, respectively. These additions enabled LIDO to offer language instruction in the majority of UN conference languages. Since 2013, more than 90 per cent of Natolin students have participated in language courses each year, with the majority taking classes in at least two languages.

The ‘Polish Crash Course’ is a perennial favourite among Natolin’s non-Polish students. This basic language course helps students to use Polish in everyday life and to adapt to a new set of cultural expectations and social norms. In order to meet the needs of students with regional experience or plans for academic specialisation in Central and Eastern Europe, the Office began offering more advanced Polish courses (levels B1 to C1) in 2008. These courses were designed for both Slavic and non-Slavic students, with grammar and vocabulary content appropriate to students’ fluency and professional interests.

Today, the Natolin Languages and Intercultural Dialogue Office offers classes at all levels of the Common European Framework of Reference (CEFR) in eight languages: English, French, Polish, Russian, Spanish, Italian, German

Intercultural workshop on Arabic, offering students insights into language and culture.

The College of Europe in Natolin is one of few genuinely bilingual institutions of higher education. It has always recognised the importance of language learning and intercultural dialogue, especially given the international composition of the student body and the labour market Natolin graduates try to enter.

10 language professionals teaching

8 different languages at all levels of the Common European Framework of Reference (CEFR)

Since 2013, more than 90 per cent of Natolin students have participated in language courses each year, with the majority taking classes in at least two languages.

The Natolin Language and Intercultural Dialogue Office has issued more than 2,100 language certificates since 2013.

and Arabic. This multilingual approach has proven to have a significant impact on the development of professional skills, thus increasing the chances of Natolin students succeeding in a demanding job market. See Figure 13 below.

METHODOLOGY

Nowadays, the intercultural dimension, and plurilingual and pluricultural competences are central to the didactics of foreign languages. We believe that foreign language classes are the perfect place to link cultures: learners have the opportunity to experience and analyse cultural otherness, and to use this experience to reflect on matters that are usually taken for granted within one’s own culture and environment.

This in turn requires abandoning the monolingual ideal (which has long dominated Europe) and promoting pluralistic approaches, a new paradigm for language teaching/learning described in detail in the Framework for Pluralistic Approaches (2007). It is therefore essential to take account of and adapt to this new reality, including in the case of the training of young adults.

12: Cumulative graduation rate (% of students awarded diplomas a er completing the academic year)

Source: College of Europe in Natolin, internal data.

LIDO has always paid attention to continuous improvement in quality and standards by incorporating the latest research and technology in language education. Since 2009, its courses have been fully compliant with the Common European Framework of Reference for Languages (CEFR) guidelines. To accommodate multinational and multicultural groups, the courses have a two-tier structure, helping students to overcome academic gaps resulting from different educational

13: Students enrolled in language

Figure

Figure

Pierre Moscovici

VISITED NATOLIN IN 1998

EUROPEAN COMMISSIONER FOR ECONOMIC AND FINANCIAL AFFAIRS, TAXATION AND CUSTOMS (2014-2019);

MINISTER OF FINANCE OF FRANCE (2012-2014);

MINISTER FOR EUROPEAN AFFAIRS OF FRANCE (1997-2002)

Merci de cet accueil au Collège de Natolin, prestigieuse et vivante institution qui préfigure l’Europe élargie que nous voulons : une Europe réunifiée, une Europe orientée par des valeurs communes, une Europe de la jeunesse et de la culture.

https://www.flickr.com/photos/eu2017ee/36840345260/

Photo by Raul Mee licensed under CC BY 2.0. Source:

backgrounds while allowing a free interplay of cultural identities. Extracurricular activities such as tandem learning are actively encouraged.

The CEFR is an important reference for LIDO’s work, as it emphasises the necessity to carry out cognitive and relational activities and to introduce mediation strategies during language classes. LIDO’s multilingual and intercultural approach to language teaching supports the development of both communicative linguistic competence and general competence (savoirs). In this way, LIDO’s work, based on the principles of the CEFR, goes beyond the teaching and learning of (foreign) languages by promoting a broader linguocultural education.

From 2020, after the new version of the CEFR came into force, the mediation competence has been prominently featured in the LIDO curricula. The role of mediation includes:

mediation as a meeting space for new interaction partners: the mediator’s role is to explain to newcomers the linguistic and cultural norms prevailing in the communicative community they are joining;

mediation as a way of resolving conflicts and defusing tensions in situations where linguistic and cultural barriers lead to social exclusion: the mediator’s role is to identify the causes of the conflict and propose corrective measures to resolve it;

mediation as a space for the meeting of different languages and cultures (third spaces, espace tierces): the participants in a communication process take on the role of mediators in order to identify mutual differences, negotiate common linguistic and cultural models and adapt to the communication environment thus defined.

Over time, the Office has sought to align its courses with the academic curriculum using Content and Language Integrated Learning (CLIL). The CLIL, implemented in the language courses offered by LIDO, provides effective opportunities for students to develop their self-confidence and increase their motivation to learn

foreign languages. It encourages extensive vocabulary learning and enhances students’ confidence in using the target language.

The Content and Language Integrated Learning (CLIL) approach was used in 2013 to align the language curriculum with EIS courses taught in French so that the participants could better employ their French in oral and written tests or in their specialised course work. EIS courses taught in English followed suit in 2014, with LIDO supporting the preparation for writing the Master’s thesis, the preparation of seminar presentations, and the reading of specialist literature.

The language classrooms at Natolin are equipped with interactive electronic whiteboards and screens. LIDO continues to seek multimedia innovations to facilitate students’ linguistic development. Examples include MS Teams (used, for example, for flipped classroom activities, where students complete the learning normally covered in class on their own time – by watching videos and/or accessing resources – whereas class time is devoted to hands-on activities and interactive, personalised learning, leading to deeper understanding), Quizlet.com (an electronic platform for teacher-created content), Kahoot! (a game-based language learning system), Socrative (a cloud-based student response system), Wordwall (a set of interactive activities that can be used as student-completed assignments, either in class or as homework), and many others.

The outbreak of the COVID-19 pandemic prompted the LIDO team to adopt new language instruction tools and to review the methodology, techniques and educational props used. It also inspired the teachers to design lesson content that would help students stay focused without compromising the effectiveness of the teaching, which is one of the main challenges of distance learning. Extending the range of tools (the Microsoft for Education suite of applications) and the above-mentioned multimedia innovations employed by the team proved particularly helpful.

A new methodological framework was also created to meet the COVID-induced requirements of the distance

and hybrid modes, the latter understood as having both face-to-face and online participants attending the lesson. This required flexibility of methods and proficiency in using technological tools to sustain the didactic process.

LANGUAGE CERTIFICATIONS

In 2010, in response to the needs of students and potential employers, LIDO began issuing certificates confirming students’ level of language competence. The certificates serve to meet job requirements or, in some situations, are accepted by other educational institutions as proof of language competence.

Since 2013, the LIDO language exams have corresponded to the CEFR levels in English and French, since 2014 in German, Italian, Polish, Russian, and Spanish, and since 2018 also in Arabic. See Figure 14 below.

During the COVID pandemic, structural changes were implemented to modify the language skills certification examination. It was necessary to redesign the format of the test to suit the online mode. Once the new format was established, LIDO organised a series of workshops for the examiners to train them to implement the new online exam format testing all language competences (receptive and productive).

PUBLICATIONS

In 2017/2018, the LIDO team published a two-volume textbook, Polskie Czytanki [Polish Reading Books], which provides Polish language learners with an introduction to Poland’s history, culture, and customs. These publications have been inspired by the language classes taught at Natolin over the years. The materials for both volumes were tested with the active participation of students for two consecutive years.

Figure 13: Students enrolled in language classes from 2020/2021 to 2024/2025 Source: College of Europe in Natolin, internal data.

In total, the Natolin Languages and Intercultural Dialogue Office has issued more than 2100 language certificates since 2013.

The LIDO team is also involved in the Veni Vidi Amici project. It combines education, culture, and dialogue – values that have always been at the core of the esprit

Figure 14: Heatmap of certificates issued by language and academic year (2021/2022 – 2024/2025) Source:

de Natolin. The framework of the Veni Vidi Amici project allows for multi-format meetings and publications to foster intercultural dialogue. One of the results of the project is a publication entitled ‘ Włoskie spacery po Warszawie’ [Italian Walks Around Warsaw] – a unique guidebook. The main theme of this publication is the cultural links between Warsaw and Italy, reflected in the architecture and art of many of Warsaw’s emblematic sites. Eminent experts in history, art and political thought have been invited to contribute to this publication, which is the fruit of many years of cooperation between the College of Europe in Natolin and the Embassy of the Italian Republic in Warsaw.

LOOKING AHEAD

When the Office changed its name to the Natolin Languages and Intercultural Dialogue Office (LIDO) in 2019, it was a natural consequence of the expanding scope of its activities in the ever-evolving academic environment in which it operates. In addition to the current courses in eight languages, there are plans to further expand LIDO’s offer

At the same time, the amendment of CEFR makes the role of multilingualism and mediation more prominent, making the latter a distinct competence with its own descriptors. Consequently, and in order to keep abreast of these developments, LIDO takes advantage of the

Students can choose between eight languages offered at Natolin: English and French (working languages) as well as Arabic, German, Italian, Polish, Russian and Spanish.

opportunities offered by the changes to shift some of its focus from language instruction to language interaction. Neither, however, would be possible without emphasising the cultural realms that languages describe. At a more advanced level, it is possible to envisage the development of competences in negotiation skills on offer, drawing on mediation competence and knowledge of these cultural realms, and linking it to specialisations achieved in the students’ academic work.

While the language instruction processes at LIDO and the various methodologies used have long been influenced by the multicultural setting of the College of Europe in Natolin, its staff and student body, there is a growing need to place more emphasis on the cultural angle such instruction naturally entails. To this end, new roles have been assigned to the LIDO staff, such as the

organisation and implementation of culture-oriented workshops, conferences and other events aimed at creating space for intercultural dialogue both at the College of Europe in Natolin and extra muros

In order to deepen the knowledge of the culture related to the languages taught, LIDO continues to develop a series of intercultural workshops aimed at drawing students’ attention to the relationship between language and culture, as well as broadening their general knowledge of Europe’s linguistic and cultural richness. Since 2021, each semester, LIDO’s intercultural workshops offer students a linguistic immersion in a particular culture (e.g. through The Reflection of Poland’s Multicultural Fabric in the Polish Language Culinary Lexis workshop), a linguocultural reflection on what Europeans have in common and how this manifests itself in the continent’s

All Natolin students can take intensive language courses and obtain language proficiency certifications.

We are constantly modernising and improving our teaching methods and technologies.

Students live and study in Natolin for 10 months, closely observing and enjoying the charms of its natural surroundings.

many languages (‘Talking Double Dutch’: Image of Nations and Cultures in Language workshop), and also a closer look at countries that, while seemingly familiar, often remain undiscovered (e.g. Portes ouvertes sur la Belgique francophone).

Of particular note is the unique Ukrainian Crash Course – a novel hybrid course. In the online part, students are introduced to the basic knowledge of Ukrainian language and culture, perform interactive exercises and tasks, and in the on-site part, crowning the 8-day course, they apply the acquired knowledge, e.g. by acting out dialogues aimed at consolidating the acquired vocabulary.

LIDO also offers students a unique opportunity to get acquainted with Esperanto , a language created for peaceful international communication, which is an opportunity to activate metalinguistic thinking. Esperanto, the language of international communication, was invented in Poland in 1887 by Ludwik Zamenhof – a Polish physician and Nobel Prize nominee. Ludwik Zamenhof envisioned the language as a means of uniting people through neutral, fair, and inclusive communication.

One of the pillars of the LIDO curricula is intercomprehension, understood as a new approach to mastering languages and achieving multilingualism. As a multifaceted phenomenon, it responds to the expectations of language users in the multilingual societies of modern Europe. At the heart of intercomprehension is, among other things, the need to achieve greater autonomy in language contacts. It is worth underlying that LIDO experts have prepared and conducted special workshops dedicated to future diplomats. The aim of the workshops (‘Intercultural and interpersonal relations: cultural Arabic codes’ and ‘Intercultural and interpersonal relations: cultural codes EAST’) was to explore key aspects of the cultural codes of the Arab world, such as the role of hierarchy, family and non-verbal communication, and to help participants master the key skills needed when interacting with interlocutors

from post-Soviet countries. Through practical exercises and case studies, participants learned how to avoid cross-cultural misunderstandings, build effective professional and personal relationships and develop their linguocultural competence.

The new name is therefore intended to signal and reflect this change, as well as to facilitate interaction with internal and external clients and stakeholders as LIDO enters another decade of expansion. In the future, LIDO will continue to create tailor-made courses that meet the individual needs of participants with a view to maximising language learning . One of the main challenges in LIDO’s further development will be the successive implementation of training in the four key competences of the 21st century: communication, creativity, critical thinking and cooperation.

FOSTERING AN INCLUSIVE AND SUPPORTIVE STUDENT COMMUNITY

The College of Europe in Natolin has fostered an environment that embraces diversity, cultivates inclusion, and empowers its students to thrive both personally and professionally. By bringing together people from a wide array of cultural, academic, and professional backgrounds, the Natolin campus has created a vibrant community where ideas flourish, and lifelong connections are forged. Through a combination of interactive programmes, enriching activities, and tailored support services, Natolin ensures that each student not only grows personally, but also develops the skills and perspectives necessary to excel in an increasingly interconnected world. This section celebrates the unique spirit of the Natolin community and its unwavering commitment to nurturing future innovators equipped to navigate complex global challenges.

We treat our students with respect and acknowledge their maturity, autonomy, and ability to address themselves the various day-to-day issues and chores they face in their lives on and off campus. However, we provide support and organise activities that fall outside the academic curriculum in order to contribute to professional and personal development, to facilitate cultural exchanges, and enhance the civic engagement of Natolin students.

The foundations of the Student Affairs Office (SAO) were laid between 2008 and 2010 by Mr Paweł Bartosik, followed by Ms Dorota Świątek (2010–2012), Ms Małgorzata Śmieszek (2012–2013), Ms Urszula Rapacka (2013–2014), Ms Weronika Boruc (2014–2015), and Ms Zuzanna Atanasow (2015–2016). As student engagement grew and new initiatives emerged, the need to expand the student affairs support team became evident. In 2016, the Student Affairs Office (SAO) was established, headed in 2016–2017 by Ms Małgorzata Wiśniewska. This expansion allowed the SAO to address a broader range of student concerns that had previously been managed

by different departments, making it the primary point of contact for non-academic activities. Subsequently, Mr Łukasz Dobromirski led the office from 2017 until 2021. Since 2021, Mr Anis Issa has been responsible for the Student Affairs Office.

The provision of psychological support and the creation of an inclusive environment that respects diversity was a key priority for Student Affairs. Students valued having dedicated support staff available for consultation on various matters, but the close-knit nature of the campus community underlined the need for students to have access to someone outside their immediate academic and social circles. In response, the position of Psychological Counsellor was created in 2010 to provide students with a confidential space for discussion and guidance. This marked a significant expansion of student support services and reinforced Natolin’s commitment to wellbeing. To take this commitment further, Natolin adopted its Policy Against Discrimination and Mobbing in June 2017, and later updated it in 2021. To safeguard and promote equality, diversity, and inclusion (EDI) across dimensions such as gender, age, race, religion, nationality, political beliefs, ethnicity, religious denomination, language, culture, sexual orientation, disability, and parental status, the role of Advocate for Equality, Diversity and Inclusion was created in July 2021. In the same year, Natolin adopted an Equality, Diversity and Inclusion Charter, further institutionalising these principles.

In addition, Natolin has always supported sports by providing equipment and facilities for individual and team activities. These initiatives not only contribute to the overall wellbeing of our students, but also foster inclusiveness by enabling them to share their interests and passions. The Student Affairs Officer also played a key role in organising recreational activities, such as weekly dance classes, and a choir ensemble led by

Dance as an expression of heritage – a highlight of Cultural Day celebrations.

Students enjoying a game of football – active minds, active bodies.

During Cultural Days, students have the opportunity to share their traditions, food, and stories – celebrating diversity within the community.

The Natolin Choir adds a special touch to key events throughout the year.

a professional conductor and composed of students, who rehearse regularly and perform at campus events and special occasions in Warsaw.

Between 2020 and 2023, COVID-19 cast a heavy shadow over the campus. In response, the Student Affairs Office, which later became the Student Affairs and Professional Development Office (SAPDO), mobilised all available resources to mitigate the impact of the pandemic on the student community. In order to minimise the risk of virus transmission, several precautionary measures were implemented in consultation with a medical expert who was recruited to assist the institution in these efforts during these years. These included regular rounds of COVID-19 testing by professionals and restricted access to common areas to ensure appropriate social distancing. In addition, during the summers of 2020 and

2021, Natolin provided accommodation for students who were unable to return home due to international travel restrictions, ensuring their safety and well-being until they were able to travel home. The constraints also led SAPDO to further develop online initiatives in the areas of professional development and career support. At the same time, recognising the potential negative impact of these restrictions on student wellbeing and morale, SAPDO placed greater emphasis on recreational activities, promoting and facilitating outdoor and virtual events to maintain a sense of community and engagement. Once the vaccine became available, SAPDO made the necessary logistical arrangements to ensure that all students who wished to be vaccinated had access to the vaccine.

During Cultural Days, students share and showcase their cultures. Here, a concert featuring bagpipes during the Irish Day, organized by students in Natolin.

Bram Van Hecke

NATOLIN ALUMNUS OF THE MANUEL MARÍN PROMOTION 2018/2019

ADVISOR ON EUROPEAN AFFAIRS AND AGRICULTURE FOR THE FLEMISH

MINISTER OF ENVIRONMENT AND AGRICULTURE;

FORMER PRESIDENT, YOUNG FARMERS ASSOCIATION IN FLANDERS

I

learned values which guide my actions today

I was born on a farm in Belgium. My life has centred around this farm and farms in general, and even more so around farmers. This may seem like a niche topic, but it is an essential building block of the countryside, our food, all our countries and our common Europe. For this reason, I decided to study at the College of Europe in Natolin. Without Natolin, I would not be where I am today. After my academic year there, I became president of the young farmers association in Flanders, a movement of over 3000 young farmers who work tirelessly to provide healthy, sustainable, and affordable food for this and the coming generations. The College of Europe in Natolin has provided me with knowledge. However, the College offers more than just knowledge. Some of the deepest friendships are formed here, on this campus. Living together for a year creates bonds that last a lifetime. Ultimately, though, it is the values that the College stands for that make the biggest difference. The College is more than just a university. This institution pushes you to your limits and turns ambition into action. The values I learnt here in Natolin guide my actions today.

The experience of studying at the College of Europe in Natolin extends far beyond the academic programmes. The institution is committed to fostering an inclusive and supportive community where students can live, learn and grow together. This diverse, multicultural environment enables students to transcend cultural barriers, challenge stereotypes, engage in intercultural dialogue, and learn from each other.

4 Student Representatives are elected by the students to liaise with the administration and discuss students’ needs.

Every year, more than

10 Cultural Days are organized reflecting the diversity of cultural traditions on campus and facilitating intercultural dialogue.

CONNECTING BEYOND THE CLASSROOM

The experience of studying at the College of Europe in Natolin extends far beyond the academic programmes. The institution is committed to fostering an inclusive and supportive community where students can live, learn and grow together. This diverse, multicultural environment enables students to transcend cultural barriers, challenge stereotypes, engage in intercultural dialogue, and learn from each other. The scope of student affairs therefore rests on three key pillars: community building, civic engagement and cultural exchange

1. Community building

The College of Europe in Natolin is designed to provide students with a richer postgraduate experience,

supported by a community hub that enhances social interaction and fosters connections between diverse cultures. Such a space is crucial for students to engage in meaningful conversations, exchange ideas, discover new perspectives, grow personally and academically, and receive support when needed. SAPDO plays a pivotal role in supporting this community in two primary directions: fostering connections between students and staff, and creating a thriving student community. Consistent efforts have been made to create a closeknit environment through joint initiatives such as open mic nights, sports tournaments, and festive gatherings such as Christmas and Ramadan, which bring students and staff together.

On the other hand, SAPDO provides the framework for a vibrant student community to flourish. A key concept in this regard is student self-governance and engagement, supported by three structures that

Throughout the academic year, students showcase a variety of talents.

Students actively support and organize initiatives for those in need, fostering a spirit of solidarity within the community.

Graduation Ceremony – a moment where students, their families, and staff come together to celebrate the students’ achievements and shared success.

enable students to actively participate in shaping their community:

The Board of Student Representatives is an elected body of four students that serves as a vital link between the student community and the administration, voicing concerns, offering suggestions, and facilitating communication. Since 2021, a new system has been in place to reflect the diversity of the Natolin community. This system requires that the lists of candidates include at least one student from EU neighbouring countries, one student from outside the EU and neighbouring regions, and maintain a gender balance. The Student Representatives meet regularly with the administration to discuss student needs and issues, fostering cooperation and building bridges between students and staff. They also organise Student Assemblies, where the entire student community discusses proposals and votes on important issues.

The Social Committee is a group of volunteers selected by SAPDO from a pool of applicants who work closely with the office to foster social cohesion. The committee organises cultural and social activities and serves as a support network for students, acting as confidants after receiving tailored training. The committee is led by a General Coordinator appointed by the head of SAPDO. The coordinator assigns tasks to the committee members based on flexible roles to maximise the skills of the members and provide them with enriching personal experiences. This structure reflects Natolin’s commitment to encouraging student-led activities and fostering a vibrant, inclusive campus life.

Student-led Initiatives are encouraged within the Natolin community, allowing students to propose their own projects, which are then voted on at a Student Assembly. The initiative with the highest number of votes receives financial support, empowering students to actively contribute to shaping their community.

2. Civic engagement

Natolin actively promotes civic engagement through various initiatives. In 2019, a charity initiative was organised in which students collected items for children from disadvantaged families and for refugees. The collection of clothes for refugees proved to be a great success, inspiring students to continue the initiative throughout the rest of the academic year. This spirit of social responsibility laid the foundation for future student-led humanitarian actions.

In 2022, following Russia’s full-scale war against Ukraine, the “We Natolinians for Ukraine” initiative was launched as a series of student-led actions coordinated by the Natolin administration to raise funds to support the Ukrainian people in need. This initiative embodies Natolin’s strong commitment to solidarity, empathy, and human values and has since become a tradition that continues to provide support year after year. In 2024, following the flood disaster in Valencia, the idea was born to establish a new initiative: “We Natolinians for Valencia”. Inspired by the same spirit of solidarity, this new initiative aimed to help those affected through similar efforts, reinforcing Natolin’s commitment to humanitarian support and civic engagement.

3. Cultural exchange

Capitalising on the multicultural community of students who arrive each year from many countries, Natolin offers a vibrant mosaic of cultures, languages, and arts. This diversity provides a unique opportunity for students to explore and immerse themselves in different traditions through Cultural Days, which celebrate the diversity of the campus and foster intercultural dialogue. The primary aim is to familiarise students with the heritage and traditions of their peers. Over the past decade, the Cultural Days have evolved through best practices, culminating in 2021 with a set of guidelines for organising these events. Natolin supports each participating country with up to several hundred Polish zlotys, while students are encouraged to raise additional funds to enhance their celebrations. Beyond cultural exchange,

The student-led Cultural Days are a true showcase of Natolin's diversity.

these events help students develop organisational, teamwork, and project management skills that are valuable for their personal growth and professional development.

Building on the spirit of cultural exchange, cross-campus interactions have also been strengthened over the years. Until 2013, Natolin students could only visit their sister campus in Bruges during the annual study trips to the EU institutions. Recognising the value of stronger links between the campuses, regular exchanges were formalised in 2014 through collaboration between the two Student Affairs Offices. Since 2017, two dedicated weekends per academic year have been set aside for these exchanges – one for Natolin students to visit Bruges and another for Bruges students to experience Natolin. These exchanges, like the Cultural Days, enrich the student experience by fostering cross-campus connections, intercultural understanding, and a sense of shared community within the College of Europe.

LOOKING AHEAD

The Student Affairs and Professional Development Office will continue to focus on fostering a vibrant cultural experience and encouraging creative expression on campus, recognising the importance of these elements in enriching the personal and collective lives of students. Civic engagement will also be a priority, empowering students to contribute to society in meaningful ways while upholding the values of inclusion and diversity. A cornerstone of SAPDO’s mission will continue to be the cultivation of a strong sense of community where every student feels supported and valued. By creating an environment where no one is left behind, SAPDO aims to inspire collaboration, resilience, and a shared sense of purpose. This comprehensive approach will enable the office to support students not only during their time at Natolin, but also as they embark on their professional and personal journeys in an increasingly interconnected and complex world.

Graduation Day in the Natolin Oaks Garden — where students, staff, and families come together to celebrate a year of achievements.

In Natolin students study and live together on campus for ten months, sharing an intercultural experience that fosters meaningful and lasting bonds.

EUROPEAN HISTORY, CIVILISATION, AND CULTURES: THE EUROPEAN CIVILIZATION CHAIR

The work of the European Civilization Chair focuses particularly on the division and partial reunification of Europe in the twentieth century, but with a deepening emphasis on the context of European civilisation as a whole. It is based on the conviction that the study of Europe’s past can help inspire the building of its future

MISSION

Ever since its re-founding in 2011, the European Civilization Chair has been an integral part of the academic work and research at Natolin, strengthening the interdisciplinary character of the EIS programme. The Chair’s mission reflects the symbolism of the College of Europe in Natolin’s own founding, namely the reunification of a divided continent. Understanding the history of Europe as the history of the whole continent and appreciating the roles and contributions of all its parts can be seen as a ‘reunification’ of perspectives on European history.

As no aspect of European civilisation, in all its richness and diversity, is excluded from its remit, the Chair symbolises Natolin’s commitment to taking a ‘longer and broader view’ of the idea of Europe. This aim is pursued through the teaching, supervision, extracurricular activities, research, and outreach that the Chair carries out or organises. This feature distinguishes Natolin from otherwise comparable postgraduate programmes in European Studies.

At the heart of the Chair’s mission is the conviction that the extreme challenges of Europe’s present and future cannot be met by technocratic solutions alone. To facilitate the creative thinking and imaginative responses that today’s discontents demand, a broader and longer view of Europe is needed, one that embraces perspectives far beyond the EU’s current borders and looks back over three millennia to the emergence of Europe as an idea and a civilisation. In doing so, it is essential to appreciate the rich and diverse contributions to European civilisation made in all parts of the continent.

The international symposia 'Three Ukrainian Revolutions (3R)' organised at Natolin were unprecedented political, diplomatic and academic events.

'The Fate of Freedom in Eastern Europe: Autocracy – Oligarchy –Anarchy?' is another major research project by the European Civilization Chair.

Founded by the European Parliament in 2008 in memory of Professor Bronisław Geremek, the European Civilization Chair symbolizes Natolin’s commitment to taking a ‘longer and broader view’ of the idea of Europe, with the conviction that the study of Europe’s past can help inspire the building of its future. Historia pro futuro!

4 flagship research themes, around which the Chair has organized international conferences and written relevant academic publications:

‘Three Ukrainian Revolutions’ (3R Project)

‘The Cold War and its Legacy’

‘Breaking Empires, Making Nations’

‘The Fate of Freedom’

The 3R Project led to the publication of several volumes providing insights into this groundbreaking research.

Natolin, close to the EU’s eastern frontier and yet so near the geographical centre of the continent and the interface between the Western and Eastern traditions of Christianity (once embodied in the Polish-Lithuanian Commonwealth), is an ideal place to undertake this mission. Indeed, Europe’s geopolitical centre of gravity has tangibly shifted eastwards in recent years from its post-war, neo-Carolingian north-western ‘core’.

From the outset, the Natolin experience of our students has been grounded in the histories of European integration, of East Central Europe in particular, and aspects of European civilisation in general. Since the Chair’s re-foundation in 2011, its principal focus has been on modern European history , and especially on Europe’s twentieth-century journey from division to reunification – with the caveat that reunification remains very much a work in progress. This is in keeping with Natolin’s core academic programme, European Interdisciplinary Studies.

EVOLUTION OF STAFF

This double focus, on Europe’s twentieth-century experience and on a holistic approach to European civilisation, reflects the dual role of the first holder of the European Civilization Chair – Bronisław Geremek. As a principal advisor to the ‘Solidarność’ movement, and having been formed by some of the most tragic aspects of the division of Europe, he contributed mightily to its partial reunification. Professor Geremek was also a distinguished historian of medieval Europe, whose scholarly work exemplified the ‘longer and wider’ view of Europe and its civilisation. This, too, was reflected in his teaching for the College from 2000.

Following Professor Geremek’s death in 2008, the European Parliament re-founded the European Civilization Chair in his memory. The funding included the provision of scholarships, enabling around 10 historians to study European Interdisciplinary Studies at Natolin each year. The first holder of the renewed Chair was the historian

of ideas, Professor João Carlos Espada, who served between 2011 and 2014.

Professor Richard Butterwick-Pawlikowski was Chairholder in 2014–2020 and resumed the role in 2023. As Professor of Polish-Lithuanian History at University College London, he has striven to give due weight to Central and Eastern Europe in discussions of the shared heritage of European civilisation, and particularly the region’s ideas and practices of liberty. Drawing on this expertise, especially in the Polish-Lithuanian Commonwealth, the theme of ‘The Fate of Freedom’ – not only in Eastern Europe – has been developed through conferences and research.

Professor Georges Mink served as Chairholder in 2020–2023. Professor Mink, a distinguished political sociologist who has been a Permanent Professor of the College since 2010, has brought to the Chair his expertise and experience on conflicted memories of the past, with which he continues to be inextricably linked. Georges Mink’s eminence among scholars of Eastern and Central Europe is reflected in his presidency of the International Council for Central and East European Studies in 2015–2021.

Professor Marek Cichocki, a visiting professor at the College since 2016, has since 2022 held the position of Associate Professor within the European Civilization Chair. A renowned public intellectual with expertise in international relations, political philosophy, and the history of Germany and Central Europe, he leads the Chair’s project on ‘The Cold War and its Legacy’, with impact on education as well as research.

Since 2014, the European Civilization Chair has employed several Research Assistants and Research Fellows, whose knowledge and expertise have contributed greatly to the Chair’s activities and publications. They were Mr Richard Washington, who later went on to become Natolin’s Director of Strategy, Dr Quincy Cloet, who won the College of Europe-Arenberg Prize for his research in 2019, Dr Graham Clure, Dr Alex Dowdall, Dr Johannes Remy, Dr Przemysław Pazik, Dr Olivier Lewis, Dr Zachary Mazur and Ms Weronika Czyżewska-Poncyliusz.

Contemporary historian and political scientist, Professor Paweł Kowal worked together with Professor Mink to develop, launch and carry through to enormous success Natolin’s first flagship research project, ‘Three Ukrainian Revolutions (3R)’, an extraordinary research programme that crossed disciplinary boundaries between oral history, contemporary history, and social and political science. The project has made Natolin a prominent centre for Ukrainian studies.

The Chair contributes to the College in education and research.

EDUCATION

The educational dimension of the Chair’s work is centred on, but is not limited to, courses and supervision.

At the beginning of the academic year, all students are immersed in the history and culture of the place they have come to – Natolin itself, within the city of Warsaw, within Poland, within Central and Eastern Europe, within European civilisation as a whole. They take the course ‘History of Central and Eastern Europe, 1740–1939’, taught by Professor Butterwick-Pawlikowski, which covers the period from the destruction of the Polish-Lithuanian Commonwealth to the Second World War, before moving on to learn about ‘L’Europe centrale en XXe et XXIe siècle’ taught by Professor Mink. The aim is to equip all students with the necessary understanding of a vast region (including Russia and Germany) which was crucial to the making of Europe in the twentieth century. Professor Mink leads an optional workshop on the politics of history and memory in cooperation with Warsaw museums. Simulation games led by the Chair’s professors enable students to engage with the dilemmas of peacemaking in both real and ‘virtual’ situations: after the First World War and after the Cold War. Through the latter game and other activities linked to the Chair’s research project ‘The Cold War and its Legacy’, students discuss the lessons to be learned from the end and aftermath of the Cold War.

The steady growth of history courses at Natolin led to the development of a new second-semester major in European History and Civilisation, offered for the first time in 2016/2017. Students choosing this major all participate in a ‘Master’s Thesis Colloquium’, jointly led by the Chair’s professors, which, beginning in the first semester, provides a student-driven forum for the presentation and deeper discussion of approaches to historical study and research.

Optional courses cover broad themes in economic, political, intellectual, colonial and post-colonial history, such as ‘The End of Empire: Decolonisation in Asia with comparative references to Africa and Latin America’, taught by Professor Wasana Wongsurawat, ‘Maritime History: The Mediterranean and Other Seas’, taught by Professor David Abulafia, and ‘Totalitarian Regimes and Ideologies in Twentieth-Century Europe’, taught by Professor Roger Moorhouse. They can also select more regionally focused courses on European history, such as Professor Andrew Wilson’s ‘The Making of Modern Ukraine: History, Independence and War’, or Professor Mark Lewis’s ‘History of the Balkans’.

Such themes can be developed in compact seminars and masterclasses – taught by Professors Butterwick-Pawlikowski and Mink – as well as in workshops led by postdoctoral fellows of the Max Weber Programme of the European University Institute in Florence The latter have covered broad themes such as ‘Back to the future – from Europe’s rise back to China’s centrality?’.

Extracurricular education includes meetings with authors and film directors, often combined with screenings of films dealing with seminal historical issues. These have included Ms Agnieszka Holland and her ‘Mr Jones’ — concerning the Holodomor in Ukraine in the early 1930s. The Chair also tackles the challenge of tragedy and trauma in the middle of Europe’s twentieth century through the annual study visit to Auschwitz-Birkenau, where the Nazi German occupiers of Poland murdered well over a million people, the great majority of them Jews, during the Second World War. Led by Professor Mink and Mr Jakub Kubica, this annual journey involves thorough preparation, including meetings in recent

years with one of the few living survivors of the death camp, Mr Marian Turski (deceased on 18 February 2025).

During the COVID pandemic, the European Civilization Chair continued to provide academic instruction, albeit online where required by the restrictions imposed by the quarantine laws. For example, during the first half of 2020, the ‘Geopolitics and Diplomacy’ course, the Research Colloquium, and the study trip and its preparations were conducted online. The pandemic also spurred an interdepartmental effort to transform some elements of the academic programme into e-learning modules, which have now found their permanent place in Natolin’s academic offer to students, offering greater flexibility and the possibility to study them asynchronously.

RESEARCH

Students also have the opportunity to actively participate in research carried out collectively within the Chair. The leading example is the Chair’s research project ‘ Three Ukrainian Revolutions (3R)’ , led by Professor Georges Mink and Professor Paweł Kowal. This far-reaching interdisciplinary project was initiated and carried out between 2015 and 2024, in cooperation with distinguished academic partners: Harvard University, the University of Alberta, University College London, Kyiv-Mohyla Academy, the Polish Academy of Sciences, and the Centre d’études des mondes russe, caucasien et centre-européen (CERCEC, Paris).

The 3R Project provides a multidimensional analysis of the three most significant protests that have taken place in Ukraine since 1990: the Revolution on Granite (1990), the Orange Revolution (2004–2005), and the Euromaidan or Revolution of Dignity (2013–2014). Having stimulated academic and public debate in the wake of Russia’s seizure of Crimea from Ukraine in 2014, the project became even more timely after Russia’s military invasion of and war against Ukraine started in February 2022.

3R is a unique, ‘oral history’ approach to the contemporary history of Ukraine. The 3R project team

interviewed dozens of participants and leaders of Ukrainian protest movements – including some of the College’s own students. The team has assembled an oral history repository which is publicly available for students and experts of modern Ukrainian history, society, and politics. This unique research material has been used by, inter alia, students writing Master’s theses at Natolin. The 3R website, maintained by the College of Europe in Natolin, now offer researchers access to the recordings, transcripts, and documents collected and collated by the team.

Within the framework of the 3R Project, a conference, three major symposia, and a seminar have been organised since 2016. Participants in the revolutions, scholars, prominent experts on Ukraine, as well as leaders or former leaders (heads of state or government) of several countries have taken part in these

events. The output of the 3R Project so far includes the publication of two volumes of Three Revolutions: Mobilization and Change in Contemporary Ukraine

A third volume, containing documentary sources, was published in 2022, while a fourth volume, looking at the protracted end of the post-Soviet world, was published in 2025. The relevance and success of the 3R project have put Natolin on the map as a hub and centre of knowledge for Ukrainian studies

The Chair’s current collective research project is ‘The Cold War and its Legacy ’, led by Professor Marek Cichocki, together with Professor Georges Mink and Professor Sławomir Dębski. The emphasis is on student participation – through workshops, debates, special lectures, and a simulation game. The project promotes inquiry into various historical and political factors that contributed to the end of the Cold War in the European

Edward Lucas speaking as a special guest within the framework of the Cold War Debates.

and global dimensions, and their relevance to contemporary international crises. Within the framework of the Cold War Debates, the Chair invites special guests to address key issues related to the consequences of the end of the Cold War.

Previous research themes of the Chair include ‘Breaking Empires, Making Nations?’. To mark the centenary of the First World War and its aftermath, the European Civilization Chair organised a major international conference in 2015, with Professor Sir Hew Strachan as the keynote speaker. The post-conference book, edited by Professor Butterwick-Pawlikowski, Dr Cloet and Dr Dowdall, Breaking Empires, Making Nations? The First World War and the Reforging of Europe, was published in 2017. Over the next two years, the Chair explored the fate of the Russian, Habsburg and British empires, as well as Polish and Irish independence, through a series of debates and lectures by eminent scholars in these fields.

One of the largest events organised by the Chair to date was a conference held in September 2016 that brought together leading historians, politicians, journalists, political scientists and philosophers. Their deliberations inaugurated the Chair’s research theme, ‘The Fate of Freedom’, by posing a classical Aristotelian question in a regional context: The Fate of Freedom in Eastern Europe: Autocracy – Oligarchy – Anarchy?. This was followed up in early 2018 by an international conference on Rousseau, Poland and Europe: Federalism – Sovereignty – Prosperity – Patriotism, which gathered both distinguished and emerging dix-huitiémistes

LOOKING AHEAD

Looking back from the perspective of 2025, it is clear that the Chair’s role in fulfilling Natolin’s broader mission has grown substantially in the past 15 years. With some initial goals already achieved, it is time to take stock and look to the future.

Historical courses have become a fully-fledged component of the Natolin curriculum and, since 2016/2017, have formed the basis of one of the four second-semester

majors – European History and Civilisation (EHC). However, the Chair’s role in the EIS programme and campus life has not been limited to the major. While both Academic Chairs embody the Natolin commitment to taking a ‘longer and wider’ view of Europe, History is less specialised than the study of the EU’s neighbourhoods. Instead, History is a foundation that is crucial for all students. To this end, since 2018 the EIS programme has offered both a choice of historical courses in the second semester for all students not enrolled in the EHC major, and a choice of non-historical courses to those in the EHC major. The number of students taking the major has varied – but more students than ever are taking historical courses. Natolin’s commitment to the study of history sets its offer apart from other European Studies programmes. Given the rising number of visiting professors, all leaders in their respective fields, teaching courses mainly in twentieth-century European and global history, the current Chairholder teaches mainly l’histoire profonde over the longue durée

The European Civilization Chair is a natural partner for the development of interdisciplinary research, education, and outreach in fields such as Central and Eastern European area studies, and religion and politics. Playing to the strengths of the Chair’s professors and fellows, and its commitment to providing its students with the opportunity to understand its own genius loci, the College of Europe in Natolin has decided to transform the existing major in EHC. Some of the existing historical courses, supplemented by new ones, will henceforth form the historical foundation for all students. Existing regionally focused courses will contribute to a new interdisciplinary area studies specialisation in Central Europe. New courses for this major, taught by distinguished academics and practitioners, will enable the College’s students to study the region’s politics, societies, and economies integrally with its history and culture.

The Chair’s activities across education and research are all underpinned by Natolin’s commitment to taking ‘a longer and broader view’ of Europe, and by the conviction that the study of Europe’s past can help inspire the building of its future. Historia pro futuro!

BORDERLANDS, EU NEIGHBOURS, AND EU ENLARGEMENT: THE EUROPEAN NEIGHBOURHOOD CHAIR

The European Neighbourhood Chair, anchored at the College of Europe in Natolin since 2012, is a unique academic unit dedicated exclusively to the study of the European neighbourhood policies and strategies, and of the neighbouring countries themselves.

MISSION

Based on an initiative of the European Parliament, the European Neighbourhood Policy Chair (ENP Chair) became operational on 1 July 2012. Its ambition has been to place Natolin at the forefront of the cutting edge of academic study of new developments in EU-neighbourhood relations, as well as in the EU and the EU’s eastern and southern neighbourhoods as such. Through teaching, research, and public outreach, the Chair’s mission has been to encourage critical reflection and advance academic scholarship on the EU and EU member states’ foreign policies towards the Union’s 16 Eastern and Southern Neighbours, and to transmit knowledge on political, security and socio-economic developments in both geographical spaces. With the geopolitical changes following Russia’s invasion of Ukraine, the scope of the Chair’s activities has been expanded beyond the original group of EU’s neighbours and now includes all countries aspiring to join the European Union, Mediterranean neighbours, Eastern Partnership countries as well as neighbouring countries that express a desire for a degree of rapprochement with the European Union, albeit short of EU membership.

Embedded within Natolin’s objective to provide its students with a broader perspective on Europe and educate them to think beyond disciplinary boundaries, the European Neighbourhood Chair draws on multidisciplinary perspectives to study the European Union’s

relations with its neighbours, the individual foreign and security policies of EU member states, and all of the EU’s neighbourhoods. This diversity of approaches, mainly related to academic disciplines such as International Relations, Area Studies, Comparative Politics, Migration Studies, and EU External Relations Law, is reflected in the Chair’s research, its contributions to the academic programme and its many extracurricular activities.

The European Neighbourhood Chair has contributed significantly to Natolin’s becoming an internationally recognised centre of excellence in EU neighbourhood studies. This is best evidenced by a very rich crop of academic publications in world-leading academic outlets and the many international events it has organised since its creation.

STAFF MEMBERS

The College of Europe in Natolin has continuously and determinedly invested in the European Neighbourhood Chair, enabling it to attract both emerging and established scholars who have influenced the neighbourhood-related scholarly debates and demonstrated their commitment to excellence in teaching and student supervision. From 2012 to 2023, Professor Tobias Schumacher, an expert in European foreign policy analysis and the Southern and Eastern Neighbourhoods, served as Chairholder, leading the Chair’s operations and an international team of 2-3 Research Fellows, a Postdoctoral Research Fellow, and a Chair Assistant. From September 2023 to July 2024, Professor Kataryna Wolczuk held the position of the Chairholder. Professor Wolczuk specialises in the EU’s relations with its Eastern neighbours, as well as Russia’s policies toward post-Soviet states and Eurasian integration. Since September 2024,

Sona Ghazaryan

NATOLIN ALUMNA OF THE GIOVANNI FALCONE AND PAOLO

BORSELLINO PROMOTION 2014/2015

MEMBER OF THE NATIONAL ASSEMBLY, REPUBLIC OF ARMENIA

Direct involvement

Back in 2014, when I was accepted at the College of Europe in Natolin, I could not have imagined playing a role in fostering EU–Armenia relations. After my year at the College, I became involved in civic activism, even co-founding movements to bring about change in my country. In 2018, these dreams became a reality when Armenia experienced a velvet revolution and held its first fair elections in 20 years. I am now a Member of Parliament and sit on the Inter-ministerial Committee responsible for coordinating the implementation of the Comprehensive and Enhanced Partnership Agreement between Armenia and the EU. I am glad to have been given the opportunity to apply the knowledge I gained at Natolin.

Professor Adam Łazowski has served as the scientific coordinator of the European Neighbourhood Chair. His areas of expertise cover, inter alia, the EU’s external relations, enlargements of the European Union as well as withdrawal from the EU. The Chair’s international team now includes two Research Fellows, three Senior Professorial Fellows, and a Postdoctoral Research Fellow who also acts as Operations Coordinator.

The smooth functioning of the European Neighbourhood Chair, its contribution to the academic programme and Natolin’s broader ambition to remain a centre of excellence in EU neighbourhood-related studies depends in part on the continuous recruitment of new fellows with diverse but relevant research agendas. This rotation allows the Chair to maintain a holistic and balanced focus on both the Eastern and Southern Neighbourhoods.

The Chair’s research and teaching activities are aimed at students, scholars, opinion-makers and decision-shapers, with the aim of improving their knowledge and professional qualifications on issues related to the European Union’s foreign policy as well as political, security and economic developments in the neighbourhoods. The target group encompasses citizens from neighbouring countries as well as from EU Member States. The mandate and expertise of the Chair covers the EU neighbourhood in its entirety, as well as key issues and policies pertaining to the regional, national, and local developments and dynamics, including issues related to security.

The European Neighbourhood Chair is committed to cutting-edge research. Its staff have produced a steady stream of books (monographs and edited volumes), chapters and articles in peer-reviewed books and journals in world-leading outlets such as Oxford University Press, Hart Publishing/Bloomsbury, Routledge, Palgrave, European Journal of International Relations, Journal of Common Market Studies, European Papers, Geopolitics, Mediterranean Politics, Foreign Policy Analysis, Contemporary Politics, European Security, East European Politics, Journal of Contemporary Central and Eastern Europe, International Journal of Migration and Border Studies , International Politics , Comparative European Politics , Global Affairs ,

and South European Society and Politics. In 2015, the Chair initiated a project that led to the publication – by Routledge, in early 2018 – of the first-ever handbook on the EU’s European Neighbourhood Policy, bringing together the world’s most respected and insightful voices to address the conceptual, methodological, theoretical and empirical aspects of the ENP.

CONTRIBUTION TO THE EIS CURRICULUM

Since 2012, the Chair has been contributing to the European Interdisciplinary Studies programme through teaching, assisting, and supervising many students whose academic focus is on the EU’s neighbourhoods. Starting in the 2016/2017 academic year, Natolin students were offered the opportunity to specialise in a new major, EU Neighbours and the European Neighbourhood Policy In response to the evolving dynamics in the neighbourhood, this major has been extensively revised. By the 2018/2019 academic year, it had evolved into ‘The EU and its Neighbours’, signifying a thorough adaptation to ongoing developments in the neighbouring regions. Reflecting the continued commitment to keep abreast of the changing circumstances in the neighbourhood, from 2022/2023 onwards, the major was further adjusted in terms of both name and content and was known as ‘The EU and its Complex Neighbourhood’. It is now entitled ‘The EU in the Wider Europe and its Neighbours’

This specialisation offers students a variety of tailor-made lectures, courses, simulation games, and compact seminars on issues related to the study of both EU foreign policy towards the EU’s neighbours and of political, security, politico-economic, energy, and identity- and minority-related issues in the EU’s neighbourhoods. This also includes the EU’s pre-accession policy. The research staff of the Chair offer courses and lectures, and supervise Master’s theses each academic year.

Despite the restrictions on travel and quarantine requirements during the COVID-19 pandemic, the European Neighbourhood Chair was able to offer all planned

A panel of the international conference 'The Eastern Partnership 10 Years after the Prague Summit: In Search of New Momentum'.

Pope Tawadros II of the Coptic Orthodox Church pays a visit at the invitation of the Natolin Religion and Politics Nest.

Founded by the European Parliament in 2012, the ambition of the European Neighbourhood Chair is to place Natolin at the forefront of the cutting edge of academic study of new developments in EU-neighbourhood relations, as well as in the EU and the EU’s eastern and southern neighbourhoods as such.

In 2015, the Chair initiated a project that led to the publication – by Routledge, in early 2018 – of the firstever handbook on the EU’s European Neighbourhood Policy

By the end of 2024, a total of

10 editions of the Natolin Neighbourhood Days had taken place, each addressing pertinent issues in the European Neighbourhood.

The 9 editions of the ENP PhD Summer School helped more than

100 students with their doctoral thesis.

teaching modules in either a fully digital or hybrid format, ensuring that Natolin students continued to benefit from a unique and tailored learning experience. During the pandemic years, the staff of the Chair felt compelled to provide Natolin students with an additional platform for academic exchange, and therefore ran three extracurricular monthly student reading groups on (a) ‘Visual Perspectives on the Israel-Palestine Question’, (b) ‘European Foreign Policy Analysis’ and (c) ‘European Security in Times of Hybridity’. This was a very productive period for the Chair, with the entire research team producing an impressive number of publications in major international outlets. The pandemic was a learning experience in many ways – for the staff and, of course, for our students –and it has brought us closer together.

NATOLIN NEIGHBOURHOOD DAYS

The European Neighbourhood Chair also organises high-profile guest lectures, international conferences and roundtables, many of which take place within the framework of the ‘Natolin Neighbourhood Days’ –a streamlined cycle of debates focusing on an overarching and topical issue related to the ENP and/or EU neighbourhoods, bringing together eminent academics, decision-makers, think tankers, and other opinion-shapers.

By the end of 2024, a total of 10 editions of the Natolin Neighbourhood Days had taken place, each addressing pertinent issues in the European Neighbourhood.

The first edition, in 2014, looked at conflicts and revolutions in the Neighbourhood, with a particular focus on the Arab Spring in the Middle East in 2011–2012 and the Euromaidan in Ukraine in 2013–2014.

The second edition, held in early 2016, focused on internal and external displacement, with case studies of Georgia, Libya, Syria, and Ukraine.

The third Natolin Neighbourhood Days, in autumn 2016, concentrated on the EU’s Global Strategy, the 2015 ENP Review, and protracted conflicts.

The fourth edition, in 2017, addressed the geopolitics of (dis)information and information warfare

The fifth edition in 2018 looked at the overarching theme of ‘External Actors in the EU’s Neighbourhood(s)’, examining cooperation and conflict between non-regional third countries on the EU’s eastern and southern periphery, while the sixth edition in 2019 focused on ‘The Many Faces of Migration Governance in Today’s EU and its Neighbourhood’

The seventh edition in 2020 featured events such as the ENP Chair High-Level Talk, the ENP Roundtable, and the ENP High-Level Lecture, each contributing valuable insights into the Maghreb and EU relations in the challenging times of the COVID-19 pandemic

The eighth edition in 2021 included a Special Panel Discussion, a High-Level Discussion, and a High-Level Lecture, offering nuanced perspectives on the post-Soviet drive, the lingering effects of colonialism on EU foreign policy towards MENA countries, and a post-colonial agenda in European studies and EU external action

In its ninth edition in 2023, the Natolin Neighbourhood Days covered such diverse topics as ‘Russia’s Neo-imperialism’ , ‘ A New Tunisia? Navigating the Political, Social, and Economic Challenges’, ‘Revolutions and War: Ukraine’s Road to EU’s membership’, and ‘The South Caucasus: War, Peace, and Political Shifts’. The series has been consistently complemented by high-level guest lectures, special lectures, and the ‘Natolin Neighbourhood Ambassadorial Talks’, providing a comprehensive platform for informed discourse on critical issues in the European neighbourhood.

The tenth edition of Natolin Neighbourhood Days (202324) also featured a variety of topics. These included a guest lecture on ‘Israel and Palestinian Conflict: Trajectory and Future Prospects’ (Marek Matusiak), an Ambassadorial Talk ‘Wars and Politics in the South Caucasus: Diverse Trajectories and their International Ramifications’ (Ambassador Natalie Sabanadze), and a special lecture ‘The Middle East after October 7 th’

Olha Stefanishyna

VISITED NATOLIN IN 2021 AND 2024

SPECIAL ENVOY TO THE UNITED STATES OF AMERICA (2025-);

MINISTER OF JUSTICE OF UKRAINE (2024-2025);

DEPUTY PRIME MINISTER FOR EUROPEAN AND EURO-ATLANTIC INTEGRATION OF UKRAINE (2020-2025)

With the best wishes to the College of Europe in Natolin, which preserves not only knowledge, but the spirit of European values. Ukraine stands with you on every step of the way so that next generations of European Ukrainians will preserve the spirit of Freedom and values held in this institution.

(Dr Gudrun Harrer, moderated by Ambassador Thomas Mayr-Harting).

The eleventh edition of the Natolin Neighbourhood Days will take place in autumn 2025.

HIGH-LEVEL GUEST LECTURES AND SPECIAL LECTURES

Since 2012, more than a dozen high-level guest lectures have been organised, usually to complement the academic programme and allow students to benefit from the knowledge of prominent experts on a specific and timely topic. The first such lecture, in November 2013, was delivered by Professor Amr Hamzawy (American University of Cairo) on ‘Is Egypt’s Democratic Transition Failing?’. This was followed by two lectures in March and April 2014, the first on ‘Determinants and Outcomes of Ukraine’s Euromaidan Revolution: The International Context’, given by Professor Andreas Umland (Kyiv-Mohyla Academy), and the second on Moldova’s European vocation, by Moldovan Deputy Foreign Minister Iulian Groza.

The series continued in 2015 with three lectures: ‘The Nagorno-Karabakh Conflict Revisited?’, by Dr Sabine Freizer (UN-Women), in January; ‘Russian Foreign Policy, Ukraine’s Europeanisation and the EU’s Eastern Partnership Program: Lost in Translation?’ by Professor Andreas Umland (Kyiv-Mohyla Academy), in April; and ‘How Do Diplomats Know What They Know? Expertise and Authority in Europe’s External Relations’, by Professor Merje Kuus (University of British Columbia), in October.

Two special lectures followed in 2017: in January, Mr Mario Abou Zeid, Advisor to the Minister of Social Affairs of Lebanon, spoke about the multi-layered challenges posed to Lebanon by the Syrian civil war, and in February, Ms Oleksandra Iwaniuk and Ms Francesca Leonardi gave a Literary Talk on the Humane Dimension of the War in Ukraine: ‘Amor(t)e: A Tale of Love in a Wartime Donetsk’. This was followed in November 2018 by a special lecture by Dr Adam Bower (University of St Andrews) on ‘Norms Without the Great Powers’.

In 2019, three more lectures were organised: in February 2019, Dr Emile Badarin (College of Europe in Natolin) spoke on ‘Politics of Resilience and its Disciplinary Power in the Context of EU Foreign Policy towards the Southern Neighbourhood’; in March 2019, Dr Emile Badarin also lectured on ‘Palestinian Political Discourse: Then and Now’, while in April 2019 Dr Anais Marin (UN Special Rapporteur on the Situation of Human Rights in Belarus) lectured on ‘Domestic Drivers of Belarus’ Foreign Policy Balancing’.

In 2021, the event series continued with a High-Level Talk by Mr Thomas de Waal on ‘The Nagorny Karabakh Conflict: From Hot War to Cold Peace’. This was followed by a High-Level Lecture by Professor Kalypso Nicolaïdis, exploring ‘A Postcolonial Agenda in European Studies and a Postcolonial Approach in EU External Action’. The series further extended into the Natolin Neighbourhood Days, with a High-Level Discussion on ‘The Continued Effects of the Colonial Era on the EU Foreign Policy towards the MENA Countries’, featuring a conversation with Professor Michelle Pace of Roskilde University.

Transitioning to 2022, the European Neighbourhood Chair organised a lecture by Dr Adam Bower from the University of St Andrews on ‘Preventing an Arms Race in Outer Space: Current Challenges and Future Prospects’. A Fireside Chat entitled ‘Ukraine Invaded: Context and Consequences – A Conversation with NATO-linked Professors’ took place in Natolin in February. In March, Dr Andriy Tyushka co-organised and moderated the High-level Lecture and discussion with Professor Jamie Shea (University of Exeter) on ‘Ukraine, Russia and NATO: War in Europe’.

The series continued in 2023 with a High-Level Lecture on ‘Empowering Resilience: Enhancing Ukraine’s Economic Reconstruction and Relief Efforts’ by Mr Pierre Heilbronn. In January 2025, Professor Dame Eleanor Sharpston KC, the former UK Advocate General at the Court of Justice of the European Union, gave a Special Lecture entitled ‘A Multilingual, Multicultural Court of Justice for the European Union: United in Diversity’.

Between 2012 and 2025, the Chair organised more than 70 high-profile conferences, roundtables, and guest

lectures on a variety of topics related to the EU’s Eastern and Southern neighbourhoods. For example, the international conference ‘The Eastern Partnership Ten Years after the Prague Summit: In Search of New Momentum’, which took place in March 2019 and brought together high-level policymakers from EU institutions and EU Member States, influential academics and think-tankers, as well as young leaders from the EU’s neighbourhoods, stands out in this regard.

These events are designed to enrich Natolin’s academic offer and consolidate its reputation as a forum that encourages innovative thinking and contributes to the development of expert networks in the wider Europe.

NATOLIN NEIGHBOURHOOD AMBASSADORIAL TALKS

The Chair occasionally invites diplomats from Warsaw-based embassies to provide a policy-oriented perspective on current developments in specific countries or regions. Students are given the opportunity to exchange views with senior officials and become acquainted with national positions on key issues, thereby enhancing their understanding of the challenges facing EU external policies and the foreign policies of different countries. In this way, the Ambassadorial Talks add value to the academic courses and lectures offered during the year.

ENP PHD SUMMER SCHOOL

Launched in 2013, the ENP PhD Summer Schools evolved into a flagship initiative of the Chair, with the most recent, ninth edition held in 2021.

Due to the strong academic interest in the ENP and the EU’s neighbourhoods among doctoral students, the European Neighbourhood Chair established the annual ENP PhD Summer School – a unique initiative aimed at helping doctoral candidates from all over the world to develop their research. Every edition of the summer school offered a tailor-made programme that allowed them to benefit from lectures by leading scholars and practitioners,

while at the same time receiving expert feedback on their individual research projects. The Summer Schools, organised until 2021, were held in close collaboration with renowned international partners, such as the European Consortium for Political Research (ECPR), the ECPR Standing Group on the European Union (ECPR-SGEU), the Robert Schuman Centre for Advanced Studies, the Centre for the Study of European Politics and Society at Ben-Gurion University of the Negev, and – in 2018 and 2019 – the European Forum Alpbach (EFA). In total, the editions of the Summer School have helped some 100 doctoral students to advance their PhD dissertations.

Each year’s edition revolved around an overarching theme. The first Summer School in 2013 was dedicated to ‘The EU, its Neighbourhood, and the European Neighbourhood Policy: EU Foreign Policy in Times of Change, Crisis, and Stagnation’. The second Summer School in 2014 was entitled ‘Between Continuity and Change: The EU, the ENP, and the Southern and Eastern Neighbourhood’ The following summer’s session focused on the European Neighbourhood Policy under the title ‘The ENP under Pressure: The EU and the Eastern and Southern Neighbourhoods’

The fourth edition in 2016 continued to explore the theme ‘ENP under Pressure’, looking specifically at conceptual and empirical understandings of the EU’s foreign policy towards its southern and eastern neighbours. The 2017 edition looked at the efforts of the EU and its neighbours to reconcile the quest for democracy and security in the face of growing internal instability and external security challenges

The 2018 ENP PhD Summer School, organised in partnership with the European Forum Alpbach, revolved around the notion of ‘principled pragmatism’ and the EU’s quest for resilience in its two neighbourhoods, while the 2019 edition, again held in the framework of the European Forum in Alpbach, Austria, focused on ‘The EU and its Southern and Eastern Neighbourhood. Reconciling Liberty and Security’.

The eighth ENP PhD Summer School, entitled ‘In Search of a New Rationale: The EU, the European

Neighbourhood Policy in a Post-Brexit Order’, marked a significant milestone in this series of academic initiatives. Due to the challenges posed by the COVID-19 pandemic, the format of the School was adapted to an online environment. This edition focused on EU foreign policy in the broadest sense, with a special emphasis on the European Neighbourhood Policy in both its Eastern and Southern dimensions. The School addressed political, security, economic, and social developments in the EU’s neighbourhood countries, providing valuable insights into the evolving dynamics of this critical region.

The ninth edition of the Summer School, held online from 28 June to 2 July 2021, was entitled ‘Between Polycrisis and a Perfect Storm? The EU, its Neighbours and Shifting Partnership Agendas’ and focused on broadly conceived EU foreign policy and the European Neighbourhood Policy (ENP) in its Eastern and Southern dimensions,

both of which were undergoing transformation, revision, renewal, and a re-prioritisation of their respective areas of engagement, not least in the wake of emerging domestic and international challenges. Thus, the revised Eastern Partnership (EaP) and the proposed ‘renewed partnership’ with the Mediterranean were examined. While critically addressing relevant aspects related to EU foreign policy and corresponding ENP dynamics, the Summer School took issue with relevant challenges and examined political, security, economic and social developments in the EU’s neighbourhood partner countries.

POSTDOCTORAL FELLOWSHIPS

Every academic year since February 2014, the Chair has offered postdoctoral fellowships, giving researchers in the early stages of their careers the opportunity to

Students participating in the second-semester Regional Study Visit to Tunisia.

temporarily reside in Natolin and work with the European Neighbourhood Chair, benefiting from its expertise and developing their academic competencies. Up until mid-2025, a total of 7 researchers have benefited from these postdoctoral fellowships with the European Neighbourhood Chair.

INTERNATIONAL RESEARCH CONSORTIA

Since 2016, the European Neighbourhood Chair has successfully secured Natolin’s involvement in international research consortia. The Chair has been an integral part – including leading key work packages – of three EU-funded international Horizon 2020 research projects, including:

MEDRESET (A Comprehensive, Integrated, and Bottom-up Approach to Reset our Understanding of the Mediterranean Space, Remap the Region, and Reconstruct Inclusive, Responsive, and Flexible EU Policies in it) (2016–2019).

ENGAGE (Envisioning a New Governance Architecture for a Global Europe) (2021–2024).

REUNIR (Resilience, Enlargement, Union, Neighbourhood, International Relations: Future-proofing EU Security, Enlargement and Eastern Neighbourhood Policies for a New Age of International Relations) (2024–2027).

LOOKING AHEAD

In order to maintain the College of Europe in Natolin as an influential, internationally recognised academic hub in the field of EU neighbourhood-related studies, including EU pre-accession policies, it is vital to continue to invest in the European Neighbourhood Chair and its research staff by endowing them with the means and freedom to produce and publish first-class research, while – at the same time – contributing to the EIS academic programme and other extracurricular activities organised at the College of Europe in Natolin.

It is essential that the next steps reflect the new challenges emerging in the European Union, its neighbourhood, and the world at large. Following the tectonic shifts caused Brexit, Russia’s invasion of Ukraine and the subsequent revitalisation of the EU’s pre-accession policy, the war in Gaza and the isolationist policies of the US administration, it is no longer fitting for the European Neighbourhood Chair to focus its activities solely on the neighbouring countries covered by the European Neighbourhood Policy.

This need to adapt is further reinforced by current trends, including the cross-fertilisation of the European Union’s policy and legal approaches vis-à-vis different neighbouring states and their groups. With this in mind, the European Neighbourhood Chair, under the new leadership of Prof. Adam Łazowski, has begun to reorient its activities along the lines of continuity and change. This has already been reflected in the varied substantive scope of extracurricular activities organised for the students in the 2024/2025 academic season. In addition to the areas traditionally covered by the Chair, i.e. EU’s relations with its Eastern and Southern neighbours, these included seminars and lectures on the EU’s pre-accession policy, EU-Swiss relations and EU-UK relations.

To supplement the existing interdisciplinary expertise of the Chair’s staff, a legal flavour was added. This shift in focus has also been reflected in the Chair’s interdisciplinary research activities: keynote speeches, conference papers, and publications. But this is only the beginning of a new journey. In the years to come, the Chair will need to continue on its revitalised path in order to consolidate the position of the College of Europe in Natolin as a centre of excellence for high-quality teaching and interdisciplinary research specialising in the EU’s relations with its neighbours.

Furthermore, it is essential that the Chair’s research and teaching activities continuously reflect and respond to ongoing developments in the EU’s relations with its neighbours and in the EU’s neighbourhood as such.

CLIMATE & ENERGY TRANSITION, MIGRATION & HUMAN RIGHTS, DIGITAL TRANSFORMATION, GEOSTRATEGY, RELIGION & POLITICS: THE NATOLIN NESTS

In 2018, the College of Europe in Natolin, launched a new project called ‘Natolin Nests’. These are student-centred, elective, thematic units that go beyond the academic offer of the European Interdisciplinary Studies programme, but with interdisciplinarity still firmly embedded in their format. The idea was to engage students in task-based, mentored collaboration to take a broader look at different topics, mixing regular lessons with discussions, workshops, and other activities. Each Nest is led by a Nest Mentor – a member of staff at the College of Europe in Natolin who is responsible for delivering the desired educational outcomes, including the transversal skills such as teamwork, project management, or adaptability that the Nests format requires. This ensures that the Nests are driven by sound principles of interdisciplinarity in order to build specialist capacity and remain fresh and relevant to the changing interests of students

ORGANISATIONAL EVOLUTION

The Natolin Nests evolved dynamically between 2018 and 2025, involving a diverse array of mentors and coordinators.

During the 2018/2019 academic year, the College started with four Nests. As they grew, two of them became part of larger projects at the College. The Revolutions and Social Movements Nest became part of a research project called ‘Three Ukrainian Revolutions (3R)’, led by the European Civilization Chair. The Natolin Academy of Migration Nest, mentored by Dr Jean-Pierre

Cassarino and coordinated by Ms Maja Olszewska, became part of the European Neighbourhood Policy Chair. The Energy Governance Nest was mentored by Ambassador Artur Lorkowski and coordinated by Ms Vladimíra Muravská, and the Human Rights in a Digital Era Nest was coordinated by Mr Łukasz Król.

In the 2019/2020 academic year, the Humans and Technology Nest was created, coordinated by Mr Łukasz Król. The Security Nest was added, mentored by Ambassador Thomas Mayr-Harting and coordinated by Dr Olivier Lewis.

In 2020/2021, the Natolin Digital and Media Nest was launched, mentored by Dr Olaf Osica and Mr Adam Reichardt and coordinated by Mr Łukasz Król. The Natolin Academy of Migration had a new coordinator, Dr Amel Hammami.

In 2021/2022, the Nests underwent further specialisation. The Natolin Journalism and Media Nest was mentored by Mr Adam Reichardt and coordinated by Ms Tatevik Hovhannisyan. The Natolin Digital Nest was mentored by Dr Olaf Osica and coordinated by Mr Álvaro Martín Morán. Dr Barbara Bobrowicz became the coordinator of the Natolin Energy Climate Governance Nest, and Dr Patrycja Sasnal became the mentor of the Natolin Migration and Human Rights Nest

The year 2022 marked a significant change with the establishment of the Natolin Innovation Lab, headed by Dr Barbara Bobrowicz. Mr Álvaro Garrote Fuentes became the operations coordinator for all Nests.

Living in Natolin also means caring for its beautiful natural surroundings by protecting and respecting them.

Two new Nests were introduced in 2023: the Natolin Religion and Politics Nest, mentored by Ambassador Jan Tombiński, and the Natolin Geostrategy Nest , mentored by Professor Andrew A. Michta.

A CLOSER LOOK AT THE FIRST PIONEERING NESTS

Energy Governance Nest: Energy, with its gigantic implications for global politics and the environment, was at the heart of this Nest. The group explored a wide array of topics, from the role of states and corporations in energy markets to the pressing concerns of climate change. The curriculum was rich, featuring courses, seminars, and workshops. One of the standout experiences for the students was a visit to the 2018 United Nations Climate Change Conference in Katowice, an event that provided first-hand exposure to international climate negotiations, with all the practical aspects of such participation.

Human Rights in a Digital Era Nest: As the digital landscape rapidly evolves, this Nest explored the challenges and opportunities of the digital era for human rights. Engaging sessions with tech experts, workshops on online security, and discussions on the growing influence of tech giants like Facebook were all part of the agenda. The aim was to equip students with a nuanced understanding of the impact of the digital world on individual rights and freedoms.

Revolutions and Social Movements Nest: Shortly after the launch of this Nest, we marked 20 years since the major political shifts in Central and Eastern Europe. It provided a platform for students to discuss, analyse, and reflect on these pivotal moments, placing them in a wider historical and cultural context.

The Natolin Academy of Migration , guided by the European Neighbourhood Chair, delved into the complexities of migration shaping EU policymaking. During the 2018/2019 academic year, the Nest collaborated with institutions such as Frontex in Warsaw and the OSCE’s ODIHR to facilitate debates and workshops.

The introduction of the Natolin Nests marked a progressive step for the College. They provide a space where academic exploration meets real-world application, enriching the overall learning and skill-building experience for students.

GROWTH

Since 2019, the Natolin Nests at the College of Europe in Natolin have undergone a thoughtful transformation, reflecting both academic nuances and global trends.

The Energy and Climate Governance Nest continued its exploration of the interplay between energy, global politics, and the environment. Given Poland’s significant role at COP24, the Nest’s undertakings naturally focused on understanding its key outcomes, in particular the ‘Katowice Rulebook’. At the same time, the discourse ventured into the realm of renewable energy transitions, considering the socio-economic implications for coalrich regions. By 2022, the Nest broadened its horizons to include the doughnut economy, the European Climate Pact, and green finance. The ‘Climate Transition Lecture Series’, launched in 2020, further enriched the academic landscape. Notably, in 2022, the first volume of the Natolin Nests Series, entitled Shining a Light on Energy: 10 Years of the Lisbon Treaty, edited by Dr Anna Herranz-Surrallés was published. This is a testimony to the Nest’s academic commitment and summarises the findings of a student-led conference in June 2020.

By 2023, this Nest evolved into the Natolin Energy and Climate Nest, highlighting, inter alia, Ukraine’s potential as a key player in the energy transition and restoration of the Ukrainian energy sector, as well as Europe’s broader energy challenges. Student-led conferences became a cornerstone of the Nest’s activities, leading to subsequent publications in the Natolin Nest Series. Volume 2 of the Series, edited by Dr Suranjali Tandon and entitled A Green Deal for the Globe: European Union External Action and the International Just Transition, was published in 2024 as a result of a student-led Natolin Energy and Climate Nest conference under the same title. The newly renamed Natolin Climate and

Migration and Human Rights Nest field trip to Frontex headquarters.

Ambassador Artur Lorkowski, Mentor of the Natolin Climate and Energy Transition Nest, is opening the annual student-led conference.

Natolin Migration and Human Rights Nest study visit to the UNHCR office.

Study visit of the Natolin Climate and Energy Transition Nest to the Bełchatów Power Plant.

High-level discussion on religious communities and European integration, an event organised by the Natolin Religion and Politics Nest.

Meeting with Karol Molenda, Commander of the Polish Cyber Defence Forces.

Visit to a TV studio – getting an insight into what happens behind the scenes.

Study visit to the Organization for Security and Co-operation in Europe (OSCE) — engaging with European security and cooperation experts.

Pierbattista Pizzaballa

VISITED NATOLIN IN 2024

CARDINAL, LATIN PATRIARCH OF JERUSALEM (2020-)

A big thank you for the wonderful welcome and for the very rich discussion about the role for Europe in the world, about the always difficult situation in Middle East and finally about their role of religion and religious leaders.

This college has an important mission: to prepare the next generation of leaders with a broad vision in life as community.

Energy Transition Nest mentored by Ambassador Artur Lorkowski produced the series’ Volume 3 – also the result of a student-led conference – External Partners in the EU’s Energy Transition: New Dependencies or Similar Challenges?, which is scheduled for publication in June 2025. The fourth volume will be published in the second half of 2025. Dr Barbara Bobrowicz is the overall publication coordinator for the Natolin Nests Series. In addition, environmental initiatives such as the nurturing of oaks through the Natolin Oak Nursery project have further highlighted the practical engagement of this Nest.

The Humans and Technology Nest began with a focus on ‘Human Rights in a Digital Era’. As the digital landscape evolved, so did the Nest’s thematic focus, fostering a deeper understanding of changing media

dynamics and the role of tech giants. Events such as the ‘Space Week’ demonstrated its commitment to exploring contemporary issues. By 2020, the Nest had evolved into the Digital and Media Nest, emphasising the nexus between politics, media, and technology. This evolution culminated in 2022, when it bifurcated into the Natolin Journalism and Media Nest and the Natolin Digital Nest , each with its own focus, ranging from the challenges of disinformation to the geopolitical nuances of digital advances. By 2023, the Natolin Digital Transformation Nest has emerged as a continuation of this trajectory, with a renewed focus on Artificial Intelligence and the societal implications of digital transformation. As part of the Nest’s activities, students produced policy papers that contributed to insightful publications.

Publications of the student-led Natolin Climate and Energy Transition Nest Conference.

Conference organised by the Natolin Migration and Human Rights Nest: “Climate Makes People Move”.

Patricia Espinosa, UNFCCC Executive Secretary, during the inauguration of the “Climate Transition Lecture Series” at Natolin.

The Security Nest, introduced in 2019/2020, offered a fresh perspective on European security, moving beyond traditional paradigms. Responding to the challenges of the pandemic, the European Security Webinars facilitated timely discussions on topics ranging from LGBTQIA+ hate crimes to the nuances of international relations in the context of COVID-19. In 2023, this evolved into the Natolin Geostrategy Nest, led by Professor Andrew A. Michta, which focused on understanding war and strategy in light of recent geopolitical events. Students actively participated in the development of policy papers, culminating in thought-provoking publications.

After a brief hiatus, the Natolin Academy of Migration was reintroduced in September 2020, with the aim of providing a comprehensive understanding of migration. In 2021, the Nest’s focus ranged from the aftermath of the Arab Spring to the impact of pandemics on migrants. By 2022, the focus shifted to ‘Migration and Climate’, recognising the growing interplay between climate change and migration patterns. The ‘Climate Makes People Move’ conference became a cornerstone event, addressing issues such as climate-induced migration and its specific impacts from regions such as Africa. By 2023, the Natolin Academy of Migration explored migration dynamics from a human rights perspective, with activities such as the conference ‘Rough Sea: Mediterranean Routes of Migration to the European Union’.

By 2023, the Natolin Media and Disinformation Nest had expanded its focus on media polarisation and disinformation while promoting media literacy. New activities included the launch of a student-produced podcast, ‘Natolin Nest Talks: Transforming Ideas’, which addressed global challenges in a practical way.

In 2023, the newly created Natolin Religion and Politics Nest, mentored by Ambassador Jan Tombiński, explored the nexus between religion and politics in a secularising Europe. Participants engaged in Oxford-style debates, explored Europe’s religious heritage, and analysed the influence of religious actors.

CONSOLIDATION

The Natolin Nest formula at the College of Europe in Natolin has evolved to emphasise a more personalised mentoring experience, ensuring one-to-one interaction between students and mentors. Across five thematic areas, students are actively engaged in various activities, including publications, podcasts and conferences, which enrich their learning experience.

The Climate and Energy Transition Nest, under the mentorship of Artur Lorkowski, continues its hallmark of student-led conferences and post-conference publications, now formally established as the Natolin Nests Series. This Nest promotes critical insights into renewable energy, international climate governance, and the economic impacts of energy transitions.

Andrew A. Michta’s Geostrategy Nest explores global security dynamics, focusing on great power competition, regional power balances, and the strategic policies of major global players. Students engage in activities that enhance their understanding of geostrategy within geopolitics.

Patrycja Sasnal’s Migration and Human Rights Nest engages students in the analysis of migration and human rights challenges, focusing on the intersection of these issues with global trends such as climate-induced migration and minority rights. Practical case studies complement the Nest’s rich programme of lectures and events.

The Digital Transformation Nest, led by Olaf Osica, examines the societal and political shifts driven by digital technologies. It explores key issues such as artificial intelligence, privacy, and the role of technology in shaping European and global dynamics.

The Religion and Politics Nest, mentored by Anis Issa, explores the intersection of religion and governance. Through lectures, debates, and cultural activities, it

The ‘Natolin Nests’ are interdisciplinary, student-driven thematic units at the College of Europe in Natolin, combining academic and practical learning through mentored, task-based collaboration to foster specialist knowledge and transversal skills like teamwork and adaptability.

5 thematic Natolin Nests: Climate and Energy Transition

Migration and Human Rights

Digital Transformation

Geostrategy

Religion and Politics

provides a nuanced exploration of the enduring influence of religion in social and political contexts.

Consolidating these efforts, all Nests are now actively engaged in writing policy papers, with the best submissions featured in the Natolin Policy Papers series. The student podcast ‘Natolin Nest Talks’ continues to flourish, presenting innovative perspectives on pressing global challenges.

The launch of the Practice and Apply Lab formalises many of the activities previously hosted by the discontinued Media and Disinformation Nest. These include workshops on writing policy papers and op-eds, podcast production, fact-checking, and disinformation detection. By bridging theory and practice, the Lab equips students with essential skills for impactful careers, reinforcing the practical focus of the Nest framework.

AN INTERIM MEASURE THAT HAS REMAINED IN PLACE: NATOLIN READING DISCUSSION GROUPS

In the second half of 2020, it was to be expected that students would lack face-to-face teaching experience due to COVID-19 related measures. Therefore, a new format was introduced – Reading Discussion Groups These were designed and provided to students by Natolin Scholars – permanent academic staff of College of Europe in Natolin – whenever possible in small face-to-face groups. The aim of these seminar-style groups was to discuss readings, documentaries, or other source material on topics where the expertise of the Natolin Scholars met the interests of our students. Twenty-two of these groups were established and met on a regular basis (once or twice a month). Students chose to discuss a variety of topics ranging from ‘The Study of European Foreign Policy’ through ‘Social Media, Disinformation and Political Polarisation’ to ‘Feminism in International Relations’.

This format was very well received, and was therefore maintained beyond the time of COVID-19. The choice of topics covered by the Reading Groups and the number of groups has varied from year to year. In the academic year 2023/2024, as many as 11 different groups were active.

LOOKING AHEAD

While the Natolin Nests have made significant strides, they remain a dynamic and evolving initiative. Each academic year, the Natolin team assesses the pulse of public and political discourse on key issues such as digital technologies, security, and energy. This assessment informs the refinement and expansion of the Nests’ programmes. For example, the Security Nest has evolved to reflect the increasingly interdisciplinary nature of modern scholarship, while the Humans and Technology Nest has broadened its scope

Open communication with students is at the heart of the Nests’ approach. By actively seeking feedback from students and understanding their priorities, the Nests can pivot midway through the academic year, bringing in expertise tailored to students’ interests. This adaptability positions the Nests as one of Natolin’s most versatile educational assets.

The insights and content generated by the Nests have the potential for deeper integration into the wider academic curriculum. The range of discussions, workshops, and other training opportunities offered by the Nests could complement existing EIS courses or even pave the way for innovative new courses.

The journey of the Natolin Nests has been one of progress and innovation, with more exciting developments on the horizon.

The formula of the Reading Discussion Groups will be maintained and developed in line with students’ interests.

ASSISTING CANDIDATE COUNTRIES ON THEIR EU PATH: THE EXECUTIVE EDUCATION PROGRAMMES

The College of Europe in Natolin has progressively developed its executive education activities over the last 15 years. Our executive education programmes have flourished in number and size, and we have often been invited by our partners to continue working together after the initial agreements have expired.

Over time, Natolin has built up considerable experience and expertise in the development and delivery of training and has repeatedly demonstrated its ability to organise modules for learners from Europe and beyond,

in different formats (onsite, online, and blended), for different groups (from a dozen to hundreds of participants), notably on topics relevant to countries in the EU neighbourhoods and EU candidate countries.

The training courses by the College of Europe in Natolin are always tailored to the needs of the beneficiaries and are delivered by experienced experts from different professional backgrounds and with different experiences – think tankers, academics, current or former senior civil servants, sometimes even politicians, who

Tobias Billström, Minister for Foreign Affairs of Sweden, speaks at Natolin during the European Union Diplomatic Academy (EUDA).

can shed light on otherwise unavailable facts or assessments. Our students enrolled in the EIS programme are offered open access to some of the training modules developed as part of Natolin’s executive education activities, which are carried out in partnership with or for its external partners.

BUILDING NATOLIN’S EXPERTISE IN TRAINING ON ASSOCIATION AGREEMENTS AND EU ENLARGEMENT

Natolin’s executive education programmes are addressed to civil servants from central governments, presidential administrations, parliaments and local authorities, as well as NGO activists, journalists and other professionals, and students, including students at Natolin. The topics covered have evolved in step with international developments and the training needs of partner governments and institutions.

The first such programme was organised in 2003 for a group of European Commission officials who were familiarising themselves with the socio-economic implications for Poland of its forthcoming accession to the EU in 2004. This was soon followed by sessions for Ukrainian economists on the regional impact of EU enlargement

Given its specialisation and expertise, Natolin has often focused on partners from Europe’s neighbourhoods. In 2008, for the first time, the College hosted a group of civil servants from countries with EU stabilisation and association agreements: the then Former Yugoslav Republic of Macedonia (FYROM)3 and Serbia. In the same year, Natolin hosted a group of 15 Ukrainian civil servants who studied issues related to the implementation of their country’s Association and Stabilisation Agreement. The campus also embarked on cooperation with partners from a new region – the Caucasus –through an executive education programme for Georgian civil servants from the Office of the State Minister

for Integration into the European and Euro-Atlantic Structures. Over time, Natolin’s executive education offer for the Caucasus has grown to include, for example, sessions for Armenian civil servants and NGO leaders in 2013.

Together with the Diplomatic Academy in Vienna and the Clingendael Institute in The Hague, the College of Europe organised a training programme for the Polish Presidency Corps – civil servants who would implement the Polish Presidency of the Council of the EU in the second half of 2011. The majority of these sessions took place in 2009–2011 at Natolin, with participation of 1,200 learners in total.

The year 2011 marked another important step in the development of the executive education offer for external partners, when the College organised a series of sessions for participants of the 2011/2012 European Diplomatic Programme, which focused on the theme of effective promotion of the European Neighbourhood Policy

The implementation of the EU association agreements, including the programming of legislative changes and the drafting of new legislation and regulatory impact assessments, were the topics of a series of executive education programmes in 2014–2015. More than 150 Ukrainian officials involved in the association process, including deputy ministers for European integration, participated in the sessions. In 2015, Natolin conducted training sessions for civil servants working in the Secretariat for European Affairs in Skopje.

In 2016, the College of Europe in Natolin, together with the OSCE Office for Democratic Institutions and Human Rights in Warsaw and the Global Policy Academy of the School of Public Policy at Central European University in Budapest, organised, on-site, a series of intensive courses for 27 young policy advisers from ENP-East countries as part of the ‘Policy Advisers Course for Eastern Partners’.

3 As of 2019, the Republic of North Macedonia.

Marija Pejčinović Burić

NATOLIN ALUMNA OF THE STEFAN ZWEIG PROMOTION 1993/1994

SECRETARY GENERAL OF THE COUNCIL OF EUROPE (2019-2024);

MINISTER OF FOREIGN AND EUROPEAN AFFAIRS OF CROATIA (2017-2019);

MEMBER OF THE CROATIAN PARLIAMENT (2008-2011)

SHE HELPED NEGOTIATE CROATIA’S ASSOCIATION AND MEMBERSHIP

AGREEMENTS WITH THE EU, LEADING TO THAT COUNTRY’S ACCESSION TO THE UNION IN 2013.

The promise of Europe

My time at the College of Europe – where I was part of one of the first cohorts to study at Natolin – has influenced the entire trajectory of my career. The detailed and rigorous European Studies Programme provided me with a strong theoretical understanding of the politics and economics of Europe. I later put this knowledge into practice in various roles relating to Croatia’s association and membership negotiations with the EU. Since then, I have served as a deputy in the Croatian Parliament, Croatia’s Deputy Prime Minister and Minister for Foreign and European Affairs, and now as Secretary General of the Council of Europe, Europe’s leading human rights organisation. The theme underlying all these roles has always been the promise of Europe, but the foundation has always been the College of Europe. Time spent there is an investment in the future.

In 2017, the Natolin campus began organising sessions on cross-border cooperation , EU governance and the implementation of Association Agreements for students of the Ukrainian Catholic University’s School of Public Management. These study visits, which are one of the activities foreseen in the Memorandum of Understanding signed between the College of Europe in Natolin and the Ukrainian Catholic University, form part of the academic programme of the University.

In 2018, more than 30 civil servants from Western Balkan countries participated in executive education training programmes organised at Natolin in cooperation with the Polish Ministry of Foreign Affairs, including a training for spokespersons of institutions coordinating European integration policies in their respective countries on programming and implementing communication plans.

The year 2019 saw yet another new format and area of activity of the College of Europe in Natolin, with the workshop ‘The Katowice Rulebook – What’s next’ on 12 September 2019 and ‘The Coal Regions in transition high-level policy talk’ on 13 September 2019. The latter, dubbed ‘the Natolin format’ brought together representatives of coal regions from the EU, Ukraine, and the Western Balkans, from local and central authorities, business communities and NGOs to discuss the process of a just transition from coal.

This was the kick-off for a long-term project, starting in 2020, to provide further, more in-depth support to coal regions in the Western Balkans and Ukraine, implemented in the form of the Coal Regions Learning Academy (CRLA). The project, implemented in partnership with the World Bank, was part of the European Commission’s wider Initiative for Coal Regions in Transition in the Western Balkans and Ukraine, in cooperation with the World Bank, the College of Europe in Natolin, the European Bank for Reconstruction and Development, the European Investment Bank, the Energy Community Secretariat, and the Government of Poland. In view of the very good results of the Coal Regions Learning Academy, the College of Europe in Natolin was invited by the World Bank in 2023 to join a similar initiative targeting beneficiaries in particular

from Vietnam, Indonesia, and the Philippines – the Just Coal Transition Platform for South East Asia

IMPLEMENTING LARGESCALE AND TAILORED TRAINING PROGRAMMES FOR EU NEIGHBOURS AND CANDIDATES

With Natolin’s growing experience and expertise in delivering executive education programmes, on the one hand, and in developing IT tools to meet the needs of training programmes, on the other, the College of Europe in Natolin has embarked on several large-scale blended learning projects.

European and Transnational Governance Network

In 2019, the College of Europe in Natolin saw another important change in its executive education activities, with the signing of the Memorandum of Understanding on the establishment of the European and Transnational Governance Network, which – in addition to the College of Europe in Natolin – brings together leading European education and training institutions, currently the European University Institute’s School of Transnational Governance, the SDA Bocconi School of Management, the College of Europe in Bruges, the Hertie School – the University of Governance in Berlin, and the Institut National du Service Public

The signatories of the Memorandum agreed to ‘implement their collaboration in the fields of social sciences and humanities, mainly with a focus on European and transnational governance, public policy, international relations and affairs, with the purpose of designing and delivering executive education training courses through the Network, to respond to existing training needs of policy-makers and private sector representatives’.

Natolin offers a range of training courses, the list of which is drawn up and published annually. Training

topics include coordination of European policy in associated and candidate countries and cooperation with EU institutions, or border management and migration policies

All of the courses, each with a total of 18 hours of work, included self-study components, pursued by the learners at their own time and pace, followed by live online sessions with knowledge providers (authors of the e-learnings). The ETGN e-learnings are an example of executive education modules produced for external beneficiaries, which are also available to the students of the College of Europe in Natolin.

The start of implementation of the MoU on the establishment of the ETGN coincided with the outbreak of

4 Project financed by the European Union.

the COVID pandemic in early 2020. In order to be able to fulfil the commitments made to registered users after the implementation of the lockdown measures, Natolin moved the ETGN’s executive education modules fully online. This required, above all, purchasing the necessary electronic equipment, modifying course content to make the courses suitable for online delivery, including assignments, and guiding knowledge providers to adapt their courses to the new format.

E-Platform for Neighbourhood4

The E-Platform was specifically addressed to central and local public administrations, academia, think-tanks, and civil society organisations in the ENP-East and ENP-South

Stevo Pendarovski, President of North Macedonia, participated in the Natolin Opening Ceremony and delivered the keynote address.

The College of Europe in Natolin has progressively developed its executive education activities over the last 15 years. Our executive education programmes have flourished in number and size, notably on topics relevant to countries in the EU neighbourhoods and EU candidate countries.

Our executive education initiatives encompass both large-scale and tailored training programmes, engaging thousands of participants—including key stakeholders, government officials, and civil servants:

• European and Transnational Governance Network

• E-Platform for Neighbourhood

• Journalistic Craft for Neighbourhood

• Natolin4Capacity Building

• Training on Accession Negotiations

• EU Diplomatic Academy

Cristina Gherasimov, Prime Minister for EU Integration of Moldova, answering students’ questions.

countries. The aim of the project was, inter alia, to increase the participants’ skills and knowledge of the EU and EU-ENP relations, while preparing them for more effective cooperation and integration with the EU, in terms of the institutional pattern – educational and social model. Ms Judyta Fiedin was appointed as the Team Leader for the project, managing a team of five staff members and coordinating 15 external experts –authors of the e-learning courses. The programme was implemented between January 2015 and March 2017.

To carry out this blended learning project, a unique e-platform was designed and put in place, and 15 compact e-learning courses (modules) were developed (in 9 languages – English and all the official languages of the ENP countries) by an international team of professionals and academics. Ten of these courses covered various EU policies and best practices (e.g. migration policy, protection of human rights, cross-border cooperation, empowerment of civil society, EU and development cooperation), and five focused on skills (e.g. cost-benefit analysis, monitoring, and evaluation or policy dialogue).

The 165 best performers, selected on the basis of their activity on the e-platform, were invited to attend faceto-face sessions in Natolin. This gave the participants the opportunity to deepen their knowledge in all 15 thematic workshops conducted by the authors of the e-learning courses and, in addition to teaching vital skills, offered a networking opportunity for the participants to meet counterparts from other countries. Furthermore, the programme aimed to promote the development and use of open educational resources, open textbooks (a dedicated virtual library was created), and free and open-source educational software.

The E-Platform was evaluated very highly by its participants and partner institutions, according to the external evaluation. The overall experience was positive for over 96% of participants. It must be noted that, in general, the electronic tool reached more than 1,200 active users, exceeding its targets.

Journalistic Craft for Neighbourhood (JCN)5

The success of the e-Platform encouraged us to continue with blended learning programmes, this time with an e-learning programme for media and media-related professionals: the Journalistic Craft for Neighbourhood

The implementation of this project started in January 2018 under the supervision of Mr Konrad Dziurdzia, replaced in mid-2019 by Ms Judyta Fiedin, who served as the Team Leader until the project’s completion in mid-2020, both supported by a dedicated project team.

The main target group of the project were journalists from EU and ENP countries, but it was also addressed to a much wider group, including students interested in media issues, media educators/researchers, civil society groups and so-called civic journalists, think-tanks, news editors and managers, etc.

The objectives of the project were, inter alia, to strengthen knowledge-based European journalism and European information policy, and to enhance the capacity of media and media-related professionals to cover EU-ENP relations and core regional issues in a reliable, professional and data-driven manner, with a strong focus on new technologies, disinformation in the media (especially electronic media), cybersecurity, multimedia journalism, open data and investigative journalism, etc., as well as on the protection of human rights, in particular women’s rights and gender equality.

Similar to the e-Platform, the JCN project consisted of two parts: e-learning modules and face-to-face sessions, both of which were completed in 2019. The e-learnings allowed participants to learn about the EU and ENP countries, while discovering current trends and challenges facing the media and media-related environment in Europe and beyond. The e-learning courses, developed by journalism experts and practitioners, focused on topics such as ‘Open data and investigative journalism’, ‘Multimedia journalism’, ‘Disinformation in

5 Full name: Developing Knowledge-based Journalism relating to Europe’s neighbours, through educational activities delivered by the Natolin campus of the College of Europe. The project was financed by the European Union.

Claude Véron-Réville

NATOLIN ALUMNA OF THE CHARLES IV PROMOTION 1992/1993

HEAD OF DIVISION FOR WESTERN EUROPE AND SPECIAL ENVOY FOR ARCTIC MATTERS, EUROPEAN EXTERNAL ACTION SERVICE (EEAS)

Powerful life lesson started at Natolin

As an alumna of the first cohort at the Natolin campus, I spent part of the year in Bruges and part in Natolin. With hindsight, I see this voyage as highly symbolic of my professional journey of bringing our neighbours and like-minded partners closer to the EU.

I joined the European Commission in 2001 working for the then DG Enlargement. It was an exciting time, working in various teams preparing the largest ever enlargement in 2004. Among the new Member States was of course Poland, our Natolin host.

Since then, I have greatly benefited from my education at Natolin and the friendships I made there have continued to accompany me throughout my career. After the enlargement to our PECO friends (Pays d’Europe Centrale et Orientale: this is how our Natolin section and campus were called at the time), I went on to work on EU relations with Ukraine, Moldova and Belarus.

In my current role as the EU Special Envoy for the Arctic and working on non-EU Western European countries, I am reminded once again of the value of having close friends and the importance of standing up for them.

This powerful life lesson started at Natolin!

the media’, ‘Monetisation and sustainability of the media in the digital age’, and ‘Value-based and conflict-sensitive reporting’. Other optional e-learning courses, which could be counted towards the final ranking, covered various horizontal issues related to the EU and EU policies. These built on and updated the courses previously developed for the E-Platform for Neighbourhood project and included e.g. ‘Anti-corruption’; ‘Human rights protection’; ‘Integrated Border Management and migrations policy’; ‘Lobbying and legislative procedures’; ‘Policy coordination and decision-making for EU affairs’, and ‘Policy dialogue’.

The face-to-face sessions were an opportunity to deepen and broaden the knowledge contained in the journalism e-learning courses, under the guidance of the course authors, and taught a set of essential skills (key competences, while promoting employability, socio-educational

and personal development) and gave participants the opportunity to network with counterparts from other countries. Participants were also expected to carry out certain follow-up assignments, such as group research or writing projects, to test their acquired knowledge and to help build professional networks with other programme participants.

The JCN e-learning platform attracted 996 users and over 300 users completed e-learning training. Both mandatory and optional courses were well received, with the vast majority of participants feeling that their expectations had been met and that the knowledge gained would be useful in practice. The platform was also valued for promoting equal opportunities and empowering those seeking to drive positive change through academic and professional development. The Project participants found the learning objectives clear

Olha Stefanishyna, Deputy Prime Minister for European and Euro-Atlantic Integration of Ukraine, visiting Natolin as part of the Natolin4Capacity Building project.

and aligned with the material, which was described as helpful in enhancing professional skills and boosting career prospects. Over 90% of respondents described their experience with the JCN e-learning platform as very good or good.

The 150 highest scoring e-learners (34% from ENP-East, 32% from ENP-South and 34% from the EU) benefited from on-site skills training workshops in Poland, enriched by study visits and relevant field trainings in Berlin and Tbilisi, respectively.

All aspects of the JCN training programme received overwhelmingly positive feedback. Participants valued the courses and were highly satisfied with their clarity, content and practical relevance. Almost 97% of respondents gave the training programme a positive overall rating, with no participants giving a negative response.

It is also worth mentioning that following the JCN project, 2 project participants from the ENP (East and South) and 1 EU participant successfully passed the College of Europe admission process and were admitted to study in the academic year 2020/2021. This is further evidence of the links we are building between the executive education programmes and the academic activities at Natolin.

Natolin4Capacity Building6

Both the e-Platform and the JCN projects used the blended learning formula, innovative methods and tools for teaching and training, promoted learning and assessment as drivers for improvements in lifelong learning, and sought to strengthen Europe’s unique brand of responsible global leadership. Both these free-of-charge instruments (fully open to a wide range of stakeholders, including students of the College and external beneficiaries) were dedicated to promoting quality improvement, excellence in innovation and internationalisation at the level of education and training.

6 Project financed by the European Union.

The experience and expertise accumulated by the College of Europe in Natolin while designing and implementing the e-Platform and the JCN have been fully utilised in the planning and implementation of yet another highly innovative training programme called “Capacity Building for Integration and Reform – enhancing the administrative capacity of Ukrainian civil service for European integration through a comprehensive educational programme” or Natolin4Capacity Building (N4CB). It was implemented by the College of Europe in Natolin in cooperation with the Government Office for Coordination of European and Euro-Atlantic Integration.

Its realisation started in 2021 and continued until September 2024. The objective of the programme was to strengthen the administrative capacity of the Ukrainian civil service for the process of European integration. However, in 2022, following filing of Ukraine’s application for EU membership, the College of Europe in Natolin, in close cooperation with the EU Delegation in Kyiv and in cooperation with the Ukrainian Deputy Prime Minister for European and Euro-Atlantic Integration, was quick to react and repurposed the project to meet the needs of not only an associated country, but also a candidate country.

The revamped Natolin4Capacity Building was built on three pillars – e-learning, on-site training (with field visits) and analytical work.

The digital learning component offered learners 32 e-learning modules (16 topics, each available in English and Ukrainian) covering different aspect of Ukraine’s European integration process, such as the implementation of the Association Agreement and the Deep and Comprehensive Free Trade Agreement, Ukraine’s integration into the EU internal market, regional development, access to EU financial instruments or EU values, principles and human rights protection. The e-learnings have become part of the mandatory professional development package for Ukrainian civil servants.

The on-site modules provided very intensive, highly targeted, two-month face-to-face sessions programmed

to prepare the learners for the accession negotiations. To this end, they had the opportunity to meet and interact with practitioners of the negotiations process – EU and Member State officials who had been involved in previous accession negotiations, current members of negotiating teams from candidate countries, diplomats, officials from the EU, Member States and international organisations, think-tankers, etc. Simulation games were also an important element of the training process. Each group participating in the on-site sessions at Natolin also took part in field visits to EU institutions and agencies. In addition, peer meetings were organised in Polish ministries and central offices to enable expert exchanges on sectoral and horizontal issues related to Ukraine’s European integration efforts and networking. In order to ensure high interactivity of the training, each training group consisted of no more than 8 participants, representatives of Ukrainian ministries and agencies.

Another unique feature of the Natolin4Capacity Building project was the analytical component. During their two-month on-site session at the College of Europe in Natolin, the learners worked on a much-appreciated exercise consisting of the preparation of analytical papers.

The project surpassed the planned targets of 60 on-site learners. A total of 86 civil servants were trained on-site at Natolin. More than 3,600 certificates of completion were issued to learners who completed e-learning modules, and more than 6,500 Ukrainian civil servants registered on the N4CB platform, which offered access to e-learning, webinars and other outputs.

Natolin4Capacity Building – Phase II7

As a continuation of the N4CB project implemented in 2020–2024, the ‘Natolin4Capacity Building Phase II – Strengthening Ukrainian Public Administration for EU Integration’ (‘N4CB – Phase II’) builds on the achievements and results of the Natolin4Capacity Building. It is being implemented by the College of Europe in

7 Project financed by the European Union.

Natolin in partnership with the High School of Public Governance (HSPG) in Kyiv.

The overall objective of the N4CB – Phase II project is to strengthen the capacity of the Ukrainian public administration to successfully manage the EU accession process and to implement the necessary reform measures to meet the requirements of UE membership.

The key components of the project include:

Six new thematic e-learning courses related to Ukraine’s European integration efforts and preparations for accession negotiations and membership; specific topics for the e-learning courses will result from the findings of a training needs assessment to be developed by the project;

Twelve six-week onsite training sessions at the College of Europe in Natolin for up to 100 staff of the Ukrainian public administration, during which participants will work on analytical papers addressing selected pieces of EU legislation that could prove challenging for Ukraine during the accession negotiations and proposing remedies to alleviate the problem; the on-site sessions will also include field visits to EU and Member State institutions and peer meetings;

Onsite training sessions delivered in Kyiv, by and at the High School of Public Governance, for up to 180 participants.

The project’s implementation , launched in January 2025, is foreseen until December 2026.

Training on Accession Negotiations

Another example of an activity to prepare the administration of a candidate country for accession negotiations was the Training on Accession Negotiations at the College of Europe in Natolin, which was delivered in 2024

Participants of the European Union Diplomatic Academy and the European Union Diplomatic Programme for the Enlargement Region visited the Polish-Ukrainian border – the EU’s external frontier – as part of the Natolin Study Trip Module.

with the partner institution in Moldova – the Institute for European Policy and Reform. It was a highly tailored training programme designed solely to build the understanding of the accession negotiations process among Moldovan officials and civil servants. It aimed to explain the legal basis of the negotiations, the stakeholders in the EU and in the candidate countries, the European Commission’s negotiating methodology and the benchmarking system. The project also served to present to the beneficiaries the negotiation experiences and lessons learned of current Member States (e.g. Croatia) and candidate countries already negotiating (e.g. North Macedonia).

In the framework of the project, three tailored e-learnings were deployed on a dedicated and customised training platform, which also provided access to 9 webinars More than 500 participants took part in

8 In the pilot stage: The European Diplomatic Academy.

the online activities. In June 2024, a one-week training session was organised at Natolin for senior Moldovan civil servants, where they had the opportunity to meet and discuss with practitioners of accession negotiations in order to explore their personal and national experiences in organising domestic coordination of negotiations, preparing documents for negotiations and communicating with EU institutions.

The EU Diplomatic Academy

As mentioned above, the College of Europe in Natolin focuses its executive education and related training activities on the EU’s neighbourhoods, but it is also active in providing training to learners from the European Union. The flagship project is the EU Diplomatic Academy (EUDA),8 upon which the College of Europe

in Natolin embarked in 2022, with the participation of representatives from the candidate countries. The project is being implemented in cooperation with the College of Europe in Bruges.

In the framework of the EUDA, the College of Europe in Natolin is organising an intensive and very well-received week-long Natolin Borderland Study Trip Module , offering the participants an opportunity to discuss with politicians, senior civil servants, think-tankers, academics and NGOs the various local, regional and global security constrains arising from the war in Ukraine and its implications for the EU enlargement. During the week, participants are taken on a two-day field trip to the Polish/EU-Ukrainian border to experience first-hand the realities of life in a region bordering a country invaded by Russia. This is achieved through meetings with local authorities, border guards, and civil society organisations, who provided assistance to war refugees in the first weeks after Russia’s invasion of Ukraine and who continue to assist refugees who have decided to settle in the region.

REACHING BEYOND THE EU AND ITS NEIGHBOURHOODS

A new area of executive education activity, one that reaches beyond the EU and its neighbourhoods, was explored through cooperation with the Asia-Europe Foundation (ASEF). Sessions on ethical leadership, organised for the first time in July 2018 in cooperation with ASEF, were designed for facilitators of working groups and sessions of the ASEF Young Leaders Summit, which took place alongside the Asia-Europe Meeting (ASEM) in Brussels on 18–19 October 2018. The project continued in 2024 and 2025, as part of preparations for the 2025 Asia-Europe Summit in Osaka.

Natolin also supported the 4th ASEF Young Leaders Summit (ASEFYLS4) in 2021 by providing knowledge-building content and overseeing its delivery to the 200 participants from 52 ASEF member states. In addition to institutional engagement, four Natolin students were selected to participate in the ASEFYLS4 between February and

November 2021, both online, in Cambodia and across ASEM countries. In 2025, Natolin entered into partnership in the 6th ASEF Young Leaders Summit (ASEFYLS6), an initiative that offers a unique opportunity for young leaders to explore the theme of Leadership in Society 5.0 through a dynamic mix of virtual sessions and an in-person Youth Summit in Osaka, Japan.

LOOKING AHEAD

The College of Europe in Natolin sees it as part of its mission to continue and further develop the capacity for executive education in order to help stakeholders in the countries in the EU neighbourhoods to improve their administrative capacities and negotiating potential. In the near future, a particular focus will be on developing new projects with the Eastern Partnership countries and the Western Balkans.

The aim of these projects will be to assist and advise these countries on the legislative and institutional adjustments necessary to properly adopt and enforce EU or harmonised legislation in order to progress on their path of European integration and closer co-operation with the EU

To achieve this goal, Natolin will continue to draw not only on its own expertise and potential, but also on that of the wider community of EU Member States.

Natolin will also continue to develop training cooperation with partners outside Europe on themes in line with the policies and interests of the European Union.

This geographical expansion of Natolin’s executive education training activities to countries and regions outside the EU and its neighbourhoods will continue. Knowledge and expertise on the EU and its policies are especially needed worldwide, all the more so in these times of international strife, possible paradigmatic shifts, rampant disinformation and security challenges.

Training session for Ukrainian civil servants at Natolin within the framework of the N4CB (Natolin for Capacity Building) project, supporting Ukraine’s public administration on its path toward European integration.

"Journalistic Craft for Neighbourhood" – on-site training session with field experts.

Navigator Training Programme before the 6th ASEF Young Leaders Summit – "Leadership in Society 5.0" in Osaka, developed and delivered in Natolin.

ACCESS TO EMINENT SPECIALISTS AND

DECISION-MAKERS: NATOLIN

CONFERENCES AND EVENTS

The College of Europe in Natolin offers students ample opportunity to participate in a wide variety of extracurricular activities and events, ranging from international conferences, high-level guest lectures, round table debates, cultural events as well as special ceremonies on occasions such as the opening of the academic year or graduation.

Most of the events organised on campus are attended not only by Natolin students and staff, but also by a wider audience, including think tanks, NGOs, and the diplomatic corps. In recent years, many of these events have also been live-streamed on the College of Europe website and social media, allowing alumni and other external audiences to participate.

A list of the main events since 2008/2009 can be found in the annexes to this report.

HIGH-LEVEL VISITS

High-level national and EU officials, experts on European integration, EU enlargement, neighbourhood, foreign policy, security, European history and culture are regular guest speakers at the College of Europe in Natolin.

By engaging in challenging discussions on European and international affairs with special guests, Natolin students have a unique opportunity to test their opinions and ideas in debate, broaden their knowledge and draw on the experience of leading practitioners and academics.

Over the past 15 years, Natolin has also welcomed more than 20 high-ranking EU officials, current and former, including the Presidents of the European Parliament, Ms Roberta Metsola, Mr Jerzy Buzek and Mr Pat Cox,

the Presidents of the European Council, Mr Charles Michel and Mr Herman Van Rompuy, the President of the European Commission, Mr José Manuel Barroso, as well as the High Representative of the European Union for Foreign Affairs and Security Policy, Lady Catherine Ashton, and the EU's Chief Negotiator for Brexit and former French Prime Minister, Mr Michel Barnier. Over these years, the College of Europe in Natolin has also had the honour of hosting more than twelve Heads of State.

Among the invited high-level speakers were also College of Europe alumni who have had prominent careers at national, European or international level, such as Ms Marija Pejcinović-Burić, Deputy Prime Minister and Minister of Foreign and European Affairs of Croatia (2017–2019) and Secretary General of the Council of Europe (2019–2024); Mr Rafał Trzaskowski, Minister of Administration and Digitalisation of Poland (2013–2014), State Secretary for EU Affairs (2014–2015) and Mayor of Warsaw since 2018; and Mr Alexander Stubb, Prime Minister of Finland (2014–2015), Minister of Finance (2015–2016), Minister for European Affairs and Foreign Trade of Finland (2014–2016) and President of Finland since 2024.

INTERNATIONAL CONFERENCES

The College of Europe in Natolin is a place of debate on the past, present, and future of Europe. International conferences organised on the campus each academic year bring together eminent decision-makers, academics and practitioners. The overview below shows the main international conferences organised by the European Civilization Chair and the European Neighbourhood

By engaging in challenging discussions on European and international affairs with special guests, Natolin students have a unique opportunity to test their opinions and ideas in debate, broaden their knowledge and draw on the experience of leading practitioners and academics.

In the past 15 years, the College of Europe in Natolin had the honour to host over 10 heads of state, 20 high-level EU officials, and more than 20 ministers from 13 different countries.

Natolin hosted more than 100 international conferences and major events over the past 15 years. Among the invited high‐level speakers were also many College of Europe alumni who have had prominent careers on the national, European or international level.

Visit of Cardinal Pierbattista Pizzaballa, Latin Patriarch of Jerusalem, at the invitation of the Natolin Religion and Politics Nest.

President of Montenegro, Jakov Milatović, speaking at Natolin as part of the Western Balkans Series.

Professor Eleanor Sharpston KC speaking with students about the multilingual and multicultural nature of the Court of Justice of the European Union, during her visit to the College of Europe in Natolin.

Josep Borrell, High Representative of the European Union for Foreign Affairs and Security Policy and Vice-President of the European Commission, gives a high-level lecture.

High-level speech by Roberta Metsola, President of the European Parliament, during the Opening Ceremony at Natolin.

Herman Van Rompuy, former President of the European Council, during a discussion with Natolin students.

Visit of Lady Catherine Ashton, former High Representative of the European Union for Foreign Affairs and Security Policy.

Visit of François Hollande, former President of France.

Chair. More information on other events organised by the Academic Chairs can be found in their respective chapters above.

Breaking Empires, Making Nations? The First World War and the Reforging of Europe

In 2015, to mark the centenary of the First World War, a major international conference bringing together European and North American scholars was organised under the title ‘Breaking Empires, Making Nations? The First World War and the Reforging of Europe’. The conference explored the transformations wrought by WWI from a variety of perspectives, covering Western, Central and Eastern Europe, and civilian and military experiences alike. It was followed by a collective publication of the same title.

The Fate of Freedom in Eastern Europe: Autocracy – Oligarchy – Anarchy?

In 2016, the College of Europe in Natolin hosted an international and interdisciplinary conference entitled ‘The Fate of Freedom in Eastern Europe: Autocracy –Oligarchy – Anarchy?’, which gathered leading historians, politicians, journalists, diplomats, political scientists and philosophers from Belarus, Canada, Finland, Lithuania, Poland, Ukraine, the United Kingdom and the United States. Participants discussed the potential for stable government founded on liberty in the region from Poland to Russia, from the Middle Ages to the present.

Three Ukrainian Revolutions (3R)

Four International Symposia were organised in the framework of the ‘Three Ukrainian Revolutions (3R)’ project. These were unprecedented political, diplomatic and academic events, bringing together political leaders, including former Presidents of Ukraine, Poland and France, key Ukrainian and European officials involved in resolving the crisis in Ukraine, Ukrainian citizens

who participated in the Revolutions, and the world’s most renowned experts on Ukraine and Central and Eastern Europe.

International Symposium 3R: ‘Three Revolutions –Portraits of Ukraine’ (28/2-1/3/2017);

International Symposium 3R: ‘Revolution, War and their Consequences’ (16-17/3/2018);

International Symposium 3R: ‘Five years after the Maidan: Post-revolution Evolution’ (16-17/9/2019);

International Symposium 3R: ‘Ten Years of Russia’s War against Ukraine: The Long End of the Post-Soviet Era’ (26/3/2024)

The ‘Three Ukrainian Revolutions (3R)’ project provided a multidimensional analysis of the three most significant protests in Ukraine since 1990 and led to the publication of several volumes of research. It also created an online repository of oral history and archival materials on mass protest movements in Ukraine and their impact on Ukraine and the wider region of Central and Eastern Europe.

The Future of Europe Debates

In 2018 and 2019, the College of Europe in Natolin organised two high-level debates on the future of Europe, taking into account the perspectives of Central and Eastern European countries.

For the 2018 debate, the College of Europe in Natolin had the honour of hosting Dr Wolfgang Schäuble †, President of the German Bundestag, and Mr Mateusz Morawiecki, Prime Minister of the Republic of Poland, while for the 2019 debate, the College hosted Mr Gela Bezhuashvili, former Minister for Foreign Affairs of Georgia, Mr Radosław Sikorski, former (and current) Minister for Foreign Affairs of Poland, and Mr Borys Tarasyuk, former Minister for Foreign Affairs of Ukraine.

Michel Barnier, EU Chief Negotiator for Brexit, gives a keynote speech on Europe after Brexit.

Volodymyr Zelenskyy, President of Ukraine, connects live with students in January 2023 as part of the UkrainianLithuanian Cultural Day organized by students.

The Eastern Partnership 10 Years after the Prague Summit: In Search of New Momentum

The year 2019 marked the tenth anniversary of the Eastern Partnership (EaP), an EU initiative aimed at strengthening and deepening the relations between the EU and the six EaP countries: Belarus, Ukraine, Moldova, Georgia, Armenia, and Azerbaijan. On this occasion, an international conference entitled ‘The Eastern Partnership 10 Years after the Prague Summit: In Search of New Momentum’ brought together leading academics, think-tankers, opinion formers, EU officials and diplomats, as well as young leaders from the EU’s neighbourhood. The conference provided a platform to critically assess the performance of the Partnership to date and to discuss the future direction and focus of the framework.

The Jacques Delors Memorial Lecture

In October 2024, the College of Europe in Natolin hosted the Jacques Delors Memorial Lecture entitled ‘Forging European Identity at the Geopolitical Crossroads’, delivered by Mr Pascal Lamy, Coordinator of the Jacques Delors Think Tanks (Paris, Berlin, Brussels), former Director-General of the WTO, and former Trade Commissioner (European Commission).

Jacques Delors, a prominent figure for the European Union, was chosen as the ‘patron de promotion’ of the 2024/2025 academic year. The College of Europe commemorated Delors’ legacy through this Memorial Lecture.

The patronage is particularly symbolic because of the role that Delors played in supporting the College of Europe in Natolin since its inception. During his first visit in May 1994, on the occasion of the inauguration of the academic year of the College of Europe in Natolin, Delors wrote an entry in our commemorative book:

‘The College of Europe in Natolin is more than a symbol of Europe rediscovered; it is the hope that is embodied here, in this beautiful place steeped in history. The hope that exchanges will increase for greater mutual understanding and, dare we say it, fraternity. The hope that the noble mission of educating finds expression here, realised through a centre of excellence. A long life and every success to the College [of Europe] in Natolin’.9

THEMATIC EVENTS SERIES

Cold War Legacy Workshops and Debates Series

Recent events, such as the war in Ukraine, Russia’s revisionist policy towards the West, NATO’s enlargement to Sweden and Finland, the reassessment of security policy in Germany or policy shifts of the new American administration, have revived the importance of geopolitics in Europe. They also represent a breakthrough in post-Cold War history, and many of them are directly relevant to the evolution of security policy in Europe after the end of the Cold War.

In order to contribute to the understanding of geopolitical events, the College of Europe in Natolin has launched a series of workshops and debates with prominent scholars entitled ‘Cold War Legacy’. The series was officially launched in November 2022 with a debate featuring Mr Michał Baranowski, Director of the GMF Warsaw, and Mr Hans Kundnani, a leading scholar at Chatham House. In the same month, the College of Europe in Natolin hosted a workshop with Prof. Marek Cichocki, from the European Civilization Chair in Natolin, and Dr Paweł Ukielski, Deputy Director of the Warsaw Uprising Museum. This was followed by several other debates and workshops which featured eminent scholars such as Prof. Glenda Sluga from the European University Institute, Prof. Jussi Hanhimäki from

9 Le Collège d’Europe à Natolin c’est plus que le symbole de l’Europe retrouvée, c’est l’espoir qui s’incarne ici, dans ce beau lieu chargé d’histoire. L’espoir que les échanges se multiplient pour plus de compréhension mutuelle et, osons le dire, de fraternité. L’espoir que la noble mission d’éduquer trouve ici à s’exprimer, à se réaliser par un centre d’excellence. Longue vie et pleine réussite au Collège de Natolin (Jacques Delors’ entry in the Natolin Commemorative Guest Book, 26 May 1994).

José Manuel Durão Barroso

VISITED NATOLIN IN 2011 AND 2014

PRESIDENT OF THE EUROPEAN COMMISSION (2004-2014);

PRIME MINISTER OF PORTUGAL (2002-2004)

It is indeed a pleasure to come back to this place of knowledge and enthusiasm for Europe and to have the opportunity to share with my friends in Poland my vision and perspectives for the European Union.

the Graduate Institute of Geneva, and Mr Edward Lucas, non-resident Senior Fellow and Senior Adviser at the Centre for European Policy Analysis (CEPA).

Recently, the importance of this undertaking, as well as the vivid interest shown by the students, have brought the topic into the academic offer of the European Interdisciplinary Studies Programme, with a Masterclass entitled ‘Cold War Strategies from the Central Eastern Europe Perspective’, led by Prof. Marek Cichocki and Prof. Sławomir Dębski, visiting professor and former Director of the Polish Institute of International Affairs (PISM).

The Zbigniew Brzeziński Memorial Lecture Series

The ‘Zbigniew Brzeziński Memorial Lecture Series’ is a special format for high-level lectures on international security issues in memory of Professor Zbigniew Brzeziński.

In March 2019, the College of Europe in Natolin had the great privilege of hosting the Hon. Madeleine K. Albright †, former US Secretary of State, who inaugurated the series. The next high-level lecture took place in January 2024 and was delivered by Toomas Hendrik Ilves, former President of Estonia.

The main aim of the series is to highlight Brzeziński’s political and diplomatic legacy, in particular his focus on the importance of ethics, values, and human rights in foreign policy. Zbigniew Brzeziński had never forgotten those trapped behind the Iron Curtain or left behind the walls of authoritarianism and poverty. This Memorial Lecture Series honours his legacy and seeks ways to help those who do not yet enjoy the prosperity and freedom that members of the transatlantic alliance often take for granted.

Natolin Enlargement Talks

The College of Europe in Natolin, given its accumulated expertise in this field and its strategic location, is making every effort to foster the debate on the EU enlargement process, bringing together representatives of the enlargement region and the peoples from of European Union, in order to facilitate a sincere dialogue that can help to move forward on the path to EU accession. This is a very large undertaking, as it encompasses the core activity of the College of Europe in Natolin, which has a track record of over 30 years. In this format, the Natolin community has had the privilege of meeting officials from the region, such as the Presidents of Ukraine, Mr Viktor Yushchenko and Mr Volodymyr Zelenskyy, the President of Georgia, Mr Mikheil Saakashvili, the President of the Republic of Türkiye, Mr Abdullah Gül, the Prime Minister of Moldova, Ms Natalia Gavrilița, and the Deputy Prime Ministers, Ms Olha Stefanishyna (Ukraine), Ms Cristina Gherasimov (Moldova), and Ms Iryna Vereshchuk (Ukraine).

Natolin Transatlantic Partnership Forum

Launched in 2024, the Natolin Transatlantic Partnership Forum is the platform where the Natolin community is invited to exchange thoughts and opinions on the state of the Transatlantic bond and its possible development scenarios. The NTPF is the place where both sides of the Atlantic come together to understand each other’s position and to find solutions to the difficulties encountered.

In February 2025, the College of Europe in Natolin had the honour of welcoming two distinguished American guests to this platform: Ambassador Kurt Volker, former US Special Envoy to Ukraine, and Ambassador Daniel Fried, former Ambassador to Poland and former Assistant Secretary of State for Europe.

Kaja Kallas, High Representative of the European Union for Foreign Affairs and Security Policy and Vice-President of the European Commission, during her visit to Natolin.

Western Balkans Insight Series

The Western Balkans Insight Series at the College of Europe in Natolin is a well-established platform for discussion and exchange of ideas on the latest developments in the region, as well as on the EU accession perspectives. It provides an opportunity for the academic community to meet relevant political and academic actors from the Western Balkans.

Over the past decades, the Natolin community has had the privilege of speaking with national officials such as the President of Croatia, Mr Ivo Josipović, the President of Kosovo,10 Ms Atifete Jahjaga, the President of North Macedonia, Mr Stevo Pendarovski, the President of Montenegro, Mr Jakov Milatović, and his predecessor, Mr Milo Djukanovic, as well as at ministerial level, including the Deputy Prime Minister of Kosovo,11 Mr Besnik Bislimi, and the Minister of Foreign Affairs of North Macedonia, Mr Bujar Osmani.

Climate Transition Lecture Series

Climate change is one of the most pressing issues on the global agenda today. In this context, the College of Europe in Natolin has decided to launch the ‘Climate Transition Lecture Series’. As part of this new series, Natolin invites special guests who have dedicated their lives to finding solutions to the challenges of climate change to share their experience and knowledge with Natolin students.

The series was inaugurated in March 2020 by Ms Patricia Espinosa, Executive Secretary of the United Nations Framework Convention on Climate Change (UNFCCC).

In the years following the inaugural session, the College of Europe in Natolin hosted lectures delivered by Ms Laurence Tubiana, CEO of the European Climate Foundation and Special Representative for COP21 (2020), Mr

Michał Kurtyka, Minister of Climate and Environment of Poland and President of COP24 (2021), Mr Yaroslav Demchenkov, Deputy Minister of Energy of Ukraine (2022), Mr David Moran, COP26 Regional Ambassador for Europe, Central Asia, Türkiye, and Iran (2022), Mr Victor Parlicov, Minister of Energy of Moldova (2023), and Mr Kurt Vandenberghe, Director General of DG CLIMA (2024).

Natolin Transforming Ideas

The Natolin Transforming Ideas initiative was launched in February 2024 to foster an enriched intellectual environment where students engage directly with leading policy-makers and experts on key global and European challenges. This unique discussion format bridges the gap between academic learning and real-world policymaking by creating an intimate and dynamic space for critical dialogue.

By bringing students face-to-face with high-level decision-makers, Natolin Transforming Ideas cultivates a culture of informed debate, intellectual curiosity, and policy relevance . Unlike traditional lectures or panel discussions, this roundtable setting allows for in-depth exchanges, encouraging students not only to absorb knowledge, but also to challenge perspectives, ask critical questions, and hone their own policy thinking skills.

This initiative is rooted in the College of Europe in Natolin’s wider commitment to equip students with the analytical tools and first-hand insights necessary for future leadership roles in European and international affairs, diplomacy, and governance. It provides an opportunity to discuss pressing European and global challenges from a variety of perspectives, thereby fostering a deeper understanding of complex policy issues.

10 This designation is without prejudice to positions on status, and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.

11 This designation is without prejudice to positions on status, and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.

Luc Frieden, Prime Minister of Luxembourg, after his keynote speech at the Opening Ceremony, engaging with Natolin students.

Hon. Madeleine K. Albright †, former U.S. Secretary of State, inaugurates the Zbigniew Brzeziński Memorial Lecture Series.

The presence of distinguished guests such as Mr Enrico Letta and Mr Maroš Šefčovič underlines the importance of these discussions in shaping future European policy debates. The topics covered — ranging from the development of the EU’s internal market to the Union’s economic security strategy — highlight the programme’s focus on topical and forward-looking issues.

As a natural continuation of this dynamic learning method, the students have also taken the lead in extending the dialogue through a podcast series: Natolin Nest Talks: Transforming Ideas (available on Spotify). This student-led platform extends the discussion beyond the roundtable, offering in-depth conversations, expert insights, and fresh perspectives on some of the most pressing policy challenges facing Europe and the world today.

At its core, Natolin Transforming Ideas reflects the belief that transformative policymaking begins with open dialogue and fresh perspectives. By engaging in these thought-provoking discussions — whether in person or through the podcast — Natolin students are not only learning about European and international affairs: they are actively contributing to the conversations that will shape the future.

CULTURAL AND HISTORICAL EDUCATION

Cultural education at the College of Europe in Natolin ranges from artistic performances and meetings with interesting personalities from the world of cinema, media and culture, to visits to museums, art exhibitions and historical sites in Warsaw and beyond.

The Auschwitz-Birkenau Educational Project

One of the founding principles of contemporary European integration is encapsulated in the slogan “No more war”. That is why this extracurricular module includes meetings with the last witnesses of the Holocaust – Mr Marian Turski (Auschwitz survivor, 1926–2025) or Ms

Krystyna Budnicka (Warsaw Ghetto survivor), discussions with the Director of the Auschwitz-Birkenau Memorial and Museum , and a two-day study visit with a tailor-made seminar to the Auschwitz-Birkenau Nazi concentration camp, a place that has profoundly shaped modern European history and collective memory.

Such initiatives aim to highlight the complexity and richness of the European heritage and offer students the opportunity to engage with the history and traditions of their colleagues’ home countries as well as those of their host country, Poland.

National Cultural Days

National Cultural Days are a series of student-led cultural events designed to celebrate the diversity of the Natolin student community. As part of these celebrations, students invite prominent representatives from their countries and organise various activities, including lectures, workshops, music and art performances, to share with their fellow students some selected aspects of the historical and cultural heritage of their countries.

These events are among the most vibrant and memorable experiences at Natolin. They offer students direct, hands-on exposure to different cultures and the opportunity to develop practical skills in cultural diplomacy through the planning, organisation and delivery of international cultural events. A mix of traditional dances, costumes, musical instruments, cinematic masterpieces, and visual arts are combined with the opportunity to sample famous dishes and drinks from national cuisines. From a Spanish flamenco workshop to French wine tasting, Moroccan hummus sampling, or a performance of fado, these events bring the cultural diversity of the Natolin campus to life.

Artistic Performances

The cultural events organised at Natolin also include concerts prepared and performed in collaboration with the students and staff of the Fryderyk Chopin University

Madeleine K. Albright †

VISITED NATOLIN IN 2016 AND 2019

U.S. SECRETARY OF STATE (1997-2001);

U.S. AMBASSADOR TO THE U.N. (1993-1997)

It is a great honor to visit this most important institution.

I do think that European studies are a basis for moving in a very positive way into the 21st century so I applaud what is happening here.

of Music, bringing the diversity of musical genres and traditions to the Natolin community.

Natolin also regularly hosts performances by the Free Choir (Volny Chor), made up of artists who were persecuted and forced into exile by the Lukashenka regime. These performances are an artistic expression of the resilience and resistance of the Belarusian democratic opposition.

Special Cultural Events in Natolin are an opportunity to welcome distinguished guests, including:

Ms Ewa Ewart, a renowned Polish journalist, who inaugurated the extracurricular programme Discover Poland—designed to help students explore Poland’s past and present—by presenting her documentary We, the People.

Mr Andrzej Seweryn, a renowned Polish actor and the Director of the Teatr Polski in Warsaw, a participant in the 1968 student protests and one of only three non-French actors ever employed by the Comédie-Française, who shared his experiences of historical events and discussed the intersection between art and social change.

Mr Borys Lankosz, one of the most talented Polish filmmakers of the new generation, who presented his Oscar-nominated black comedy about life in Stalinist Poland, ‘The Reverse’.

Mr Jan Kidawa-Błoński, an acclaimed Polish film director, producer, and screenwriter.

Since the summer of 2018, the College of Europe in Natolin has also been home to the works of Ms Magdalena Abakanowicz (1930–2017), the renowned Polish sculptor and fibre artist.

LOOKING AHEAD

The College of Europe in Natolin is committed to being at the forefront of the educational sector. This requires a continuous focus on changing international landscapes, with the aim of adapting and reacting to these changes. As such, the organised activities are dynamic and frequently updated in order to address the challenges presented by the world. The special events, such as high-level meetings, conferences and debates, organised at the College of Europe in Natolin reflect this dynamism.

For this reason, the College of Europe in Natolin will continue to take a forward-looking approach, based on excellence, critical thinking, and a thirst for knowledge. Drawing on its experience in organising such high-level events over the last 30 years, the College of Europe in Natolin has earned a reputation for proposing unique formats that bring top decision-makers and world-renowned thinkers into discussion with students.

The events at Natolin follow a natural cycle. While some events may come to an end, new ones can emerge in subsequent years. What remains constant is the unique environment in which transformative ideas can flourish. The College of Europe in Natolin will navigate the challenges of a changing world based on this very principle.

AMONG THE MOST COMPREHENSIVE EUROPEAN STUDIES COLLECTIONS: THE NATOLIN LIBRARY

The mission of the Natolin Library is to support the academic programmes of the College by collecting books, articles, and other publications requested by lecturers, the Academic Chairs, staff, and students. In addition to this core activity, the Natolin Library continues to provide access to the most relevant printed and electronic materials in the field of European integration from world-renowned publishers.

INSTITUTIONAL AND STAFF EVOLUTION

The years 2009–2025 saw a continuous expansion of the services and functions of the Natolin Library, including a steady increase in the resources available – especially electronic collections and access to reputable e-content platforms and e-journal packages. From 2008 onwards, the Natolin Library has offered Interlibrary Loan (ILL) and Document Delivery (DocDel) services.

The staffing of the library has reflected this expansion and now includes several types of positions. Throughout the reporting period, Mr Wiktor Poźniak has served as the Head of the Natolin Library. He is supported by a team of documentalists and librarians and, since 2014, a Deputy Head. At present, the Natolin Library employs four full-time staff, including the Head.

EVOLUTION OF ACTIVITIES

In any higher education institution, the library is one of the core sources of knowledge and information for students and academic staff alike. The library’s resources, technical capabilities, logistical set-up, and staffing have a great impact on the quality of learning and research.

The Library of the College of Europe in Natolin was established in April 1993. Over time, it has developed a reputation as an important source of information on European issues, the EU neighbourhood, as well as transatlantic, regional, and global affairs. The Natolin Library has been a European Documentation Centre since 1993 and has been the national coordinator of the Polish network of European Documentation Centres for many years.

As part of its basic service to students, researchers, and lecturers at the Natolin Campus, the Natolin Library collects monographs, journals, and other publications in fields related to the academic programmes and specialisations of the College. The latter include European law, economics, international relations, political science, and contemporary history, with particular emphasis on European history and civilisation, the European Neighbourhood Policy, and the political and economic transformations in Central and Eastern Europe . The acquisition policy of the Natolin Library is aimed at providing users with the most up-to-date academic literature in the areas relevant to the curriculum and to the special research interests of the College

The book collection currently consists of 42,000 volumes . The selection is based on recommendations and suggestions from our faculty, academic staff and students, as well as careful monitoring of the publishing market in the relevant fields. Since 2009, the book collection has grown by 84%. The core collection of print journals related to EU policies, history, law, economics, and the European Neighbourhood Policy has been built over many years. The core collection of academic journals not available in other databases comprises about 50 titles

Since 1993, the Natolin Library serves as one of the most comprehensive sources of information on European issues, the EU’s neighbourhood, as well as transatlantic, regional, and global affairs.

European Documentation Centre and national coordinator of the Polish network of 18 European Documentation Centres

The book collection consists of more than

42,000 volumes, hundreds of printed journals and periodicals, and digital access to hundreds of thousands of e-books and e-journals.

The core collection of academic journals not available in other databases covers about 50 titles

In addition to institutional subscriptions to core journals, the Natolin Library offers access to packages of e-journals from JSTOR (JSTOR Archival Journal and Primary Sources Collection, over 2,600 e-journals), Oxford University Press (Humanities and Social Sciences collection, 205 full text e-journals) and Taylor & Francis / Routledge (Social Sciences and Humanities Collection, over 1,490 full text e-journals). The e-books collection is constantly being updated with new titles available on the Oxford Scholarship Online (OSO) platform, a vast and rapidly expanding research e-library. At the end of December 2024, OSO offered full-text access to more than 8,000 scholarly monographs published by Oxford University Press in key disciplines across the humanities, social sciences, and law. Since 2016, the Natolin Library has offered access to the eBook Academic Collection

on the EBSCO host platform, which contains nearly 190,000 e-books

The Library also makes available thousands of academic electronic journals and e-books through various e-content platforms, databases, and portals accessible through the Virtual Library of Science (VLS) , a nationwide consortium of Polish academic and scientific libraries established in January 2013. In order to properly manage this vastly expanded collection of e-resources, since July 2013 the Natolin Library has been providing its users with special software, now called Publication Finder by EBSCO, which enables alphabetical and subject searches.

With both quiet reading spaces and common study rooms, the Natolin Library offers an ideal environment to focus and study.

Since 1993, the Natolin Library has been a key resource for information on European, transatlantic, regional, and global affairs.

Library users also have access to full-text peer-reviewed academic journals published by Wiley-Blackwell (over 490 titles), Elsevier (1,800 titles), and Springer (2,100 titles plus a wide range of e-books), along with those available on the EBSCOhost (9,000 full-text e-journals and abstracts from 7,800 other titles) and ProQuest (7,200 full-text titles and abstracts from 1,300 other titles) platforms. Natolin Library’s participation in the nationwide VLS consortium reflects current trends in modern collection building, as access to e-platforms, publisher packages and databases is now considered more efficient than maintaining individual subscriptions to specific titles. Fast and effective bibliographic research is aided by the recently updated (December 2019) official multilingual thesaurus of the EU, EuroVoc, which is used to classify materials in all collections at Natolin. A strong emphasis continues to be placed on the development of electronic information resources.

Library users have easy access to computer catalogues, e-books, e-journals and other electronic resources. There are four comfortable and well-equipped reading rooms. The physical collections of the Natolin Library are open from Monday to Friday from 8.00 to 19.00, and on Saturdays from 10.00 to 18.00 (63 hours per week). External users, mainly students and researchers from other universities, can also access the Library collections. Before the pandemic, between 2009 and 2019, we had an average of 220 external visitors per year. By the end of 2024, we were on track to return to pre-pandemic levels. Due to pandemic restrictions, the Natolin Library premises were inaccessible to all readers from March to September 2020. During this period, readers were supported remotely by the on-duty librarian during normal working hours.

Despite the anti-COVID-19 measures, the Natolin Library has maintained all its functions. Although the main reading rooms in the Library building were closed, an additional reading room on the first floor with independent access was available to students on a 24/7 basis. All requested materials were delivered in printed or electronic form, and librarians were available online for remote consultations during the library’s regular opening hours.

However, the pandemic has strengthened other areas of our work. In collaboration with the ICT Office, we developed a tool that allows authorised users, i.e. students and academic staff of the College, to remotely access the Library’s electronic resources. It was introduced in 2021. In addition, a total of 364 printed books were delivered to readers on campus, 651 files were sent or uploaded to the cloud and 50,288 pages (volume of 250 average books) were scanned.

Since 2008, the Library has offered interlibrary loan (ILL) and document delivery (DocDel) services. Special arrangements have been made with the Library of the College of Europe in Bruges, the Central Library of the European Commission in Brussels and Luxembourg, the Library of the European University Institute in Florence and many other academic libraries in Europe for the loan of books and other documents. Volumes from the Natolin Library can also be borrowed by partner libraries in Poland and Europe via ILL. Between 2009 and 2019, the number of books loaned out by the Natolin Library exceeded the number borrowed from other libraries by an average of 35 per cent, demonstrating the growth of Natolin’s collection and its value to external users. In 2024, for example, the library recorded a total of 509 transactions, a significant increase compared to 288 in 2023 and 475 in 2022. Of these transactions, 125 documents were obtained from Polish and European partner libraries, while 384 documents were sent out, mainly to students and faculty members. This increase in activity highlights the Library’s vital role in supporting academic research and improving access to resources.

The Library also promotes its holdings by organising temporary exhibitions of books and other materials illustrating the themes of lectures and conferences held at the College. The exhibitions are accompanied by thematic bibliographies compiled by the Library staff. For example, the Natolin Space Week in February 2020 was a great opportunity to explore the constellation of bibliographic references of materials related to this field. The virtual exhibition of more than 40 selected e-books and printed editions of publications available in the Natolin Library accompanied an event organised by Natolin students. In 2025, the Library launches the

Christopher Lord

VISITING PROFESSOR AT THE COLLEGE OF EUROPE IN NATOLIN SINCE 2009

PROFESSOR AT ARENA – CENTRE FOR EUROPEAN STUDIES AT THE UNIVERSITY OF OSLO

I never stop admiring the students for how many hours they put into this every week. It’s amazing how much stamina and commitment they have just for the courses themselves.

It’s not just gaining that professional and intellectual understanding. It’s gaining that commitment to understanding between peoples.

project of compiling detailed bibliographies on the patrons of the College of Europe promotions, starting with Jacques Delors, patron of the promotion 2024–2025.

MASTER’S THESES

In addition to its regular services, every January the Natolin Library organises individual consultations for Natolin students on Master’s thesis research and group training sessions on searching and managing the electronic resources available in its collections. This is particularly important as the Master’s theses written by Natolin students are usually the most advanced research they will have undertaken in their academic lives. The marks received for these theses have been consistently high, indicating that the students are fully invested in this endeavour and receive appropriate support.

Further evidence of this is provided by the 21 Master’s theses written in the framework of the EIS programme, which have recently won international awards, namely:

The European Centre for Development Policy Management (ECDPM) Award for the best Master’s thesis on new directions for EU relations with Africa, awarded in 2015 to Ms Zara Reid from the United Kingdom;

The European Economic and Social Committee (EESC) Award for the best Master’s thesis on the role of civil society actors in the European decision-making process, awarded in 2015 to Mr Grigor Yeritsyan from Armenia;

The European Union Institute for Security Studies (EUISS) Award for the best Master’s thesis on the EU’s Common Foreign and Security Policy/Common Security and Defence Policy and EU external relations, awarded in 2016 to Ms Aleksandra Tor from Poland;

The Transparency International EU Prize for the best Master’s thesis on the EU’s role in anti-corruption efforts and the transparency, integrity and

accountability of EU Institutions, awarded in 2017 to Mr Marian Cepoi from Moldova;

The United Nations University – Institute on Comparative Regional Integration Studies (UNU-CRIS) Prize for the best Master’s thesis on the EU and other world regions, awarded in 2017 to Ms Oleksandra Zmiyenko from Poland/Ukraine;

The Amfori Award for the best Master’s thesis on EU trade policy, awarded in 2019 to Ms Magdalena Łomacka from Poland;

The Energy Community Award for the best Master’s thesis on European energy governance, awarded in 2019 to Ms Emma Vermunicht from Belgium;

The European People’s Party Group Award for the best Master’s thesis on the role and contribution of the European Parliament and its political groups, awarded in 2019 to Ms Laurence Castaigne from Belgium;

The Amfori Award for the best Master’s thesis on EU trade policy, awarded in 2020 to Ms Emer Gerrard from Ireland;

The European People’s Party Group Award for the best Master’s thesis on the role and contribution of the European Parliament and its political groups, awarded in 2020 to Mr Jacopo Giraudo from Italy;

The Sergio López Perona Memorial Prize, awarded in 2020 to Ms Dafni Argyraki from Greece;

The Martin Sojer Memorial Prize, awarded in 2021 to Mr Joseph Tyller from Great Britain;

The Transparency International EU Prize for the best Master’s thesis on the EU’s role in anti-corruption efforts and the transparency, integrity and accountability of EU Institutions, awarded in 2021 to Mr Paul Whelan from Ireland;

The campus offers plenty of outdoor study locations.

Opening hours are adapted to students’ needs throughout the academic year.

The Library and its staff provide support for students writing their Master’s theses.

The United Nations University – Institute on Comparative Regional Integration Studies (UNU-CRIS) Prize for the best Master’s thesis on the EU and other world regions, awarded in 2021 to Mr Kevin Le Merle from France;

The Energy Community Award for the best Master’s thesis on European energy governance, awarded in 2022 to Mr Eric Valdivia Villanueva from Spain;

The Martin Sojer Memorial Prize, awarded in 2022 to Ms Christina Stuart from Great Britain;

The Martin Sojer Memorial Prize, awarded in 2023 to Mr Zoltán Illés from Hungary;

The Sergio López Perona Memorial Prize, awarded in 2023 to Mr Pablo Pastor Vidal from Spain;

The Jan Olaf Hausotter Memorial Prize for the best Master’s thesis on transatlantic affairs, awarded in 2024 to Ms Xenia Mathys from Switzerland/USA and to Mr Pau Alvarez-Aragones from Spain;

The UN Thesis Award for the best Master’s thesis on ‘Europe, Multilateralism and the UN’, awarded in 2024 to Ms Mane Tsaturyan from Armenia.

The Sergio López Perona Memorial Prize, awarded in 2025 to Mr Jacek Kamil Kinowski from Poland;

After graduation and with the consent of the authors, the best Master’s theses of each academic year of the EIS programme (i.e. with a mark of 15 or higher) are deposited in the Natolin Library and are available for consultation. There are currently 1,851 fully searchable PDF files of Master’s theses deposited since 1993.

LOOKING AHEAD

The key ambition of the Natolin Library is to maintain its services at the highest possible level through acquisitions, user support, training and document delivery.

Further expansion of the electronic collection implies the need to develop or acquire a new multi-search/ discovery engine. Such an investment would undoubtedly improve access to electronic documents, journals, and e-books, making them even easier for library users to consult.

In addition, in October 2017, the Library launched a series of ‘Meet the Authors’ conferences, allowing students and other members of the academic community to meet with distinguished specialists in a more informal setting than the ‘special lecture’ format. The series continues successfully to this day.

One of the cherished traditions of the Graduation Ceremony is the family photo taken in front of the Natolin Palace.

A DIVERSE, MULTICULTURAL AND INCLUSIVE COMMUNITY

Over the past 15 years, the College of Europe in Natolin has meticulously developed and implemented a sophisticated strategy to attract candidates with a strong academic background, a broad interest in European issues, and an open and forward-looking approach to their intellectual and professional development to join our community. This strategic approach has been instrumental in enabling the institution to adapt to the constantly evolving challenges of the higher education market

Notable achievements during this period include a remarkable 441% increase in applications to Natolin’s EIS programme as the first choice among the College of Europe programmes (‘first-choice applications’ ) since 2009 a significant increase in student enrolment, from 35 students in the inaugural academic year 1992/1993 to a steady annual intake of 120–130 students (125 in the academic year 2024/2025); enhanced diversity within the student body, with representatives from over 30 countries attending Natolin each year; and the expansion of

a comprehensive alumni programme developed in collaboration with the Natolin Careers Office.

The following pages explore in detail the evolution of our consistent and increasing efforts to promote a larger and more diverse student body and to meet the European Union’s priority goal of better access to high-quality higher education. They will also describe how the actual application and selection processes are organised and carried out, how we support our students financially, and the scope of this financial support over the years.

BEGINNINGS

The first two decades of the 21st century have seen significant changes in the higher education landscape and in the way institutions market themselves to prospective students. While the College of Europe in Natolin was once among a select few institutions to offer interdisciplinary studies on the EU at Advanced

Master’s level, other institutions now offer similar –though not identical – programmes.

In addition, the global financial crisis of 2008–2009 led to a reduction in scholarship funding for Natolin, as some national governments scaled back their financial support. Meanwhile, the period since 2000 has seen a dramatic shift in communication methods, with young people increasingly turning to the internet, and especially social media, as their primary source of information.

As a result, Natolin had to diversify its communication and marketing strategies beyond traditional channels such as word of mouth, diplomatic and EU institutional contacts, and its established prestige and reputation.

The establishment of two Academic Chairs at the College of Europe in Natolin was accompanied by the

introduction of new scholarship programmes, generously supported by the EU. The early years of these programmes, from 2008 to 2011, quickly demonstrated the need for significantly greater investment in modern communication tools and additional staff to effectively reach an expanded target audience.

What had once been a focus on the vast EU market was now extended to the 16 countries covered by the European Neighbourhood Policy. This shift made the target audience not only considerably larger, but also more geographically dispersed and culturally diverse.

A first attempt to meet this challenge was the appointment, between 2008 and 2011, of a Communications Officer within the Vice-Rector’s Office, with the task of coordinating marketing efforts, particularly in the EU’s neighbourhood countries. To this end, this post

The Closing Ceremony offers a chance to celebrate together and say goodbye.

Pedro Oliveira

NATOLIN ALUMNUS OF THE HENDRIK BRUGMANS PROMOTION

1997/1998

VICE-PRESIDENT OF THE BOARD OF CAMÕES, I.P. - THE PORTUGUESE DEVELOPMENT AGENCY - PORTUGUESE MINISTRY OF FOREIGN AFFAIRS

The Natolin spirit

I still remember Natolin as if I had never left the campus. I spent some of the best and most challenging years of my life there, both as a student and as a member of staff. It was my home and workplace during a very interesting period for Europe, when we felt part of something bigger, with Central and Eastern Europe a step closer to accession. Our team never shied away from adversity or debate back then; we fought for ideas and ideals based on rigorous analytics and a lot of hard work. This experience has indelibly shaped my personal and career paths. Today, while I dedicate my work to global development, I remain guided by my firm belief in the European project thanks to the “Natolin spirit”.

was supported by staff from different departments according to availability and need. The main focus was on the distribution of marketing materials (brochures, leaflets, and posters) through diplomatic channels, including European Commission Representations and (from 2010) EU Delegations. College representatives attended higher education studies fairs across Europe. By 2010, these efforts began to bear fruit, as the number of first-choice applications to Natolin doubled, while the number of students enrolled increased from 83 in the 2008/2009 academic year to 113 in the 2010/2011 academic year.

To further this work, a Head of Communications and Languages was appointed in 2011, and Mr Paweł Bartosik took up the post. While previous successful marketing activities were continued, again with the support of staff from other departments, the new Head of Communications was also tasked with developing a digital marketing strategy. The new marketing plan was implemented in 2011–2013, using Facebook to enhance Natolin’s online presence.

Initially, Natolin’s first-choice applications continued to grow, with admissions reaching an all-time high of 120 enrolled students in 2011/2012 and 2012/2013, before falling back to 113 in the 2013/2014 academic year. Analysis of the digital marketing activity showed that while it had significantly increased the audience reached, many of the new applications were from candidates with less suitable profiles, who had little or no chance of being selected for an admissions interview. This suggested the need for more focused and targeted marketing, requiring greater investment in communication tools and personnel. This was all the more necessary as research into the higher education market showed that competition for a shrinking pool of young people was intensifying

In response, the Natolin Communications Office was established in 2013, with a full-time Head, Mr Richard Washington, a part-time webmaster and communications officer, and a part-time digital marketing manager. The marketing budget was increased significantly Between 2013 and 2015, staffing in the Communications

Office increased to three full-time staff and an additional part-time communications officer. During this period, a comprehensive marketing mix for the College of Europe in Natolin was developed, incorporating both traditional and digital marketing strategies as well as relationship building initiatives.

In terms of audience engagement, the focus shifted from sheer volume to a more targeted approach, prioritising outreach and public relations to attract high-quality applicants from the target countries. This included promotional visits, participation in prestigious study fairs, and the use of institutional contacts. Online marketing efforts were refined using advanced techniques such as search engine optimisation (SEO), search engine marketing (SEM), and social media marketing, supported by experienced external contractors. Natolin’s online presence was significantly enhanced through the creation of profiles on Twitter (later: X), LinkedIn, YouTube, and Instagram, as well as the launch of a blog, a Natolin-specific website, dedicated landing pages, and year-round digital campaigns aimed at building its audience across the web and social media. High-quality leaflets, posters, and brochures were also designed and printed. Alumni relations were also brought under the remit of the Communications Office to make better use of this invaluable marketing asset. These efforts began to yield tangible results in the 2014/2015 and 2015/2016 academic years, with the number of first-choice applicants remaining stable and student admissions increasing to 127 and 122 respectively.

‘JOINT RECRUITMENT’ – CREATION OF THE COMMUNICATIONS AND RECRUITMENT OFFICE

It quickly became clear that the new marketing approach had been successful in increasing both awareness and the quantity and quality of applications. However, in order to optimise the enrolment of high-quality students, better coordination was needed between communications and marketing on the one hand, and recruitment and admissions on the other. In 2014, admissions to

Natolin were still coordinated by the Bruges Admissions Office. This changed in 2015, when a unified Communications and Recruitment Office was established at Natolin. This new office assumed responsibility for all communication, marketing, and recruitment functions related to Natolin admissions, streamlining the process and increasing its effectiveness.

The Office consisted of a Director of Communications and Recruitment, Mr Richard Washington, and three full-time staff. Whilst continuing to refine the existing marketing strategy, the team also made significant efforts to involve Natolin’s academic and administrative staff in all stages of the marketing, recruitment, and admissions processes. Their involvement was particularly important, given the large number of countries targeted for recruitment.

Following the reorganisation, the Office was able to develop targeted marketing campaigns to promptly address any gaps or imbalances in recruitment. This enabled the institution to focus on attracting a balanced pool of applicants from the EU, the EU’s neighbouring countries, and other regions, ensuring that each Natolin cohort reflects a truly diverse student body.

A major overhaul of the application system began in 2014 with the launch of a new online admissions portal, which was first used to select the class of 2015/2016. The portal significantly streamlined the admissions process, while also accelerating the overall process, to the benefit of both staff and students. Moving admissions online also enabled the development of more sophisticated and effective digital marketing strategies, thanks to the analytics and data now available through the portal.

Students live and learn together, sharing their thoughts, experiences, and joys throughout the academic year.

Roberta Metsola

VISITED NATOLIN IN 2024

PRESIDENT OF THE EUROPEAN PARLIAMENT (2022-)

This is a College that has embraced the possibility of students coming from all European countries irrespective of whether they are member states or still on the path or even one day hoping to become. These are people who have been waiting a long time to go this next step towards deeper European integration. This College can be the proof that that model works. Thank you for believing, for standing up for Europe and for guiding a new generation of Europeans.

The newly renamed Communications, Marketing and Recruitment Office (CMRO) was headed by a fulltime Director of Publicity and Recruitment, Mr Mattia Filippin, and a full-time Head of Communications, Mr Jakub Kubica, alongside four full-time officers and a part-time officer.

THE PANDEMIC TIMES

In 2020, the CMRO achieved unprecedented success. Prior to the COVID-19 outbreak, a robust international campaign in autumn 2019 had resulted in a 14% increase in applications for the 2020/2021 academic year. Even in the face of the challenges of the pandemic, the Office successfully navigated a seamless transition to an online student selection process in spring 2020. This ensured that the high standard of student intake was maintained.

Obviously, the pandemic prompted strategic adjustments in communication. Internally, an intranet section informed Natolin students about hybrid academic models and safety measures. Externally, a dedicated website section and social media updates assured prospective students, alumni, and stakeholders of a safe campus environment.

The 2020/2021 application cycle also marked a notable change at the College of Europe, as the distinction between first- and second-choice applications became less defined. From this cycle onwards, applicants were given the option to indicate in their online application whether their second choice should be considered as equal to their first choice or as a separate and distinct second choice. In the former case, the candidate essentially treated both options as first choices in their application.

Taking into account severe travel restrictions, a creative marketing approach was developed between May and August 2020. This strategy, which was implemented during the autumn and winter, and focused on digital channels, resulted in a successful fully online

promotional campaign with 130 virtual presentations in 35 countries.

Despite the challenges posed by the pandemic, the Office’s dedicated efforts yielded significant results. This is evidenced by the further surge in applications for the 2021/2022 academic year, which represents a 12% increase over the previous cycle. A total of 696 applications were submitted, the highest number ever received by the College of Europe in Natolin up to that point.

The CMRO’s adaptability and resilience ensured that student recruitment continued uninterrupted, making this admissions’ cycle a remarkable success.

POST-PANDEMIC MARKETING RENEWAL AND APPLICATIONS RECORD

Following the end of the pandemic, our marketing efforts were once again able to be implemented through both digital and traditional channels. After the peaks seen during the pandemic, the number of applications to the College of Europe in Natolin returned to pre-pandemic levels. For the 2022/2023 cycle, 565 applications were submitted, and for the 2023/2024 academic year, 531 applications were received (see Figure 15 below). At the same time, the number of first-choice applicants, which now also included those who considered their second choice as equal, continued to be strong. A total of 420 first-choice applicants were recorded for the 2022/2023 cycle and 397 for the 2023/2024 cycle.

As part of the 2023 marketing campaign, the Office revamped and expanded Natolin’s online presence, secured additional print advertising space, and produced a redesigned Natolin brochure along with other specialised marketing and branding materials. We also continued to produce original video content, including short interviews with distinguished visitors to Natolin, as well as testimonials from professors and students. In addition, we developed new informational videos highlighting Natolin’s unique features and distributed

The start of the academic year marks the arrival of new students and the beginning of their Natolin path.

Student Representatives play an important role in supporting and voicing the interests of the student body.

Michel Barnier

VISITED NATOLIN IN 2019

PRIME MINISTER OF FRANCE (2024);

EU CHIEF NEGOTIATOR FOR BREXIT (2016-2021)

A Natolin, comme à Bruges se forgent les futurs générations des responsables européens. Et on est responsable de l’Europe non seulement quand on est ministre ou commissaire ou député européen. On est aussi responsable de l’Europe quand on est citoyen, quand on est chef d’entreprise, quand on est en charge d’une association. Dans n’importe quelle situation personnelle ou professionnelle on est responsable de l’Europe.

The Office has contributed to our institution’s success by ensuring the widest possible dissemination of knowledge about the on‐campus programmes and activities; helping create a larger and more diverse student body; and delivering on the European Union’s priority goal of better access to high‐quality higher education.

First choice applications have increased by 441% over the past 15 years, while both first choice and second choice applications have increased by 176%

The number of students on campus has increased from 83 in the academic year 2008/2009, to between 120 and 130 students in recent years. In the reporting period, 83% of Natolin students have received full of partial scholarships or other forms of financial aid.

During the Graduation Ceremony, students are honoured with special distinctions and awards.

them widely through both organic and paid digital marketing campaigns

The Office also refined the concept of ‘country coordinators’ to streamline and focus our marketing efforts in specific target countries. This initiative aimed to ensure consistent and sustained promotional activities, and to build stable relationships with partners. Ultimately, this strategic approach helped to strengthen our institutional outreach. A key element of this has been our presence at international study and careers fairs. Meanwhile, interest in organised guided visits to Natolin has increased significantly, complementing the two Open Days held each year for prospective local students. Finally, we have worked hard to create a large network of Alumni Ambassadors who are responsible for sharing their experiences with future generations of potential students.

When applications closed in mid-January 2024, it was clear that our dedicated efforts had culminated in another significant milestone for Natolin: the highest number of applications recorded up to that point. Specifically, we received a total of 701 applications for the 2024/2025 academic year, including 546 applications where Natolin was listed as either the first or an equal second choice.

The structural changes of 2024 introduced a new division of objectives. The creation of a separate Marketing Office has allowed a greater focus on further strengthening Natolin’s brand and reputation, encompassing the full range of research and academic activities at Natolin, beyond the core academic programmes. Meanwhile, the renamed Promotion and Recruitment Office now focuses on promoting the academic offer, coordinating the recruitment and admissions processes for new students, and maintaining alumni relations.

The two offices work closely together to deliver effective digital and traditional marketing and promotional campaigns designed to attract motivated applicants to the College of Europe in Natolin. Our current social

media presence is strong with over 35,000 followers on Facebook, 8,600 followers on X, 11,200 followers on LinkedIn, 4,900 followers on Instagram, and over 1,300 subscribers to Natolin’s YouTube channel. Our newsletter, The Natolin Quarterly, has over 30,000 subscribers.

In 2025, our combined efforts enabled us to once again to surpass all previous records, reaching a total of 727 applicants listing the College of Europe in Natolin as one of their choices. This outstanding achievement highlights the key role played by both the Promotion and Recruitment Office and the Marketing Office in ensuring the success of Natolin and, by extension, the College of Europe as a whole.

ENCOURAGING APPLICATIONS AND SELECTING STUDENTS

Applications to the College of Europe normally open in early October and close in mid-January. In preparation for this application window, the Promotion and Recruitment Office in collaboration with the Marketing Office, runs targeted marketing campaigns throughout the year to raise awareness of the College of Europe as a whole and of Natolin in particular, especially for its postgraduate Advanced Master of Arts in European Interdisciplinary Studies. The promotional campaigns are carried out through digital and traditional channels in the EU Member States, in the EU’s neighbourhoods and beyond.

Natolin students typically hold university degrees in law, economics, political and social sciences, international relations, or history, as well as other fields such as geography, journalism, philosophy, languages or, occasionally, STEAM12 profiles. The common denominator for successful applicants is a high level of academic achievement and a keen interest in European affairs. Each year, the aim is to assemble a carefully selected cohort of students representing a diverse range of nationalities.

Students applying to Natolin go through a three-stage selection process led by the Promotion and Recruitment

12 Science, Technology, Engineering, the Arts and Mathematics.

Office in cooperation with the Admissions Office in Bruges. At the time of application, prospective students may specify up to two academic programmes of their choice from the options available at the College of Europe.

After students have submitted their applications via the online portal (admissions.coleurope.eu), the first stage consists of a pre-screening by faculty and staff members. Only those students who meet the admission criteria and are of a high standard are accepted to the second stage of the selection process. This second stage takes place between March and May and involves face-to-face interviews with all pre-selected candidates. Interviews are usually organised by national selection committees and take place in the capitals of many countries in Europe and beyond, thanks to our long-standing cooperation and partnerships with national governments. In the presence of College of Europe faculty members and national representatives, applicants are questioned about their motivation and preparation for study at the College of Europe. If necessary, these interviews can take place via video-conferencing. The third stage takes place in May-June, after the selection interviews have been completed and evaluated, when successful candidates are notified of their admission, including any financial support

The academic year begins in September, except in cases where students need to improve their proficiency in French by attending the Natolin Summer Language Academy. In such cases, admitted students take three weeks of intensive online language classes in August. All students are also given access to online introductory courses should they require additional preparation for the core academic curriculum.

ADMISSIONS: ONWARDS AND UPWARDS

Over the past 15 years, the College of Europe in Natolin has seen a significant increase in the number of applications.

Since the academic year 2017/2018, the College of Europe has offered a new 2-year Master of Arts in Transatlantic Affairs (MATA) , in collaboration with the Fletcher School of Law and Diplomacy at Tufts University. In this programme, students spend their first year at the College of Europe, studying one of the available programmes, and then complete their second academic year at Fletcher.

The figures below display the total number of firstchoice applications, as well as the combined total of first and second-choice applications for the European Interdisciplinary Studies (EIS) programme at Natolin. This includes applications from students applying to the 2-year MATA programme, which begins with the first academic year at Natolin (MATA-EIS).

Figure 15 shows the growth in the total number of applications, including both first and second choice applications to Natolin. Over the reporting period, the number of applicants rose from 263 for the academic year 2009/2010 to 727 applicants for the academic year 2025/2026, an increase of 176 per cent

Figure 16 illustrates the evolution of first-choice applications. At the beginning of the reporting period, our academic programme was selected as the first choice by 97 applicants to the College of Europe. By the 2025/2026 academic year, this number increased to 525 applicants – an increase of 441 per cent over the past 15 years.

When the EIS programme started at the College of Europe in Natolin in 1992/1993, its student body comprised 35 students. Over time, as the academic offer developed and its reputation grew, the number of students increased accordingly. The student body has continued to grow steadily since the early 1990s.

Since the 2008/2009 academic year, the number of students on campus has increased from 83 to between 120 and 130 students in recent years. There has also been a steady increase in the number of students from countries of the EU’s neighbourhood thanks to the European Neighbourhood Policy scholarship programme.

Number of submitted first and second-choice applications for Natolin

Figure 15: Total number of applications for the academic years 2009/2010 to 2025/2026

Source: College of Europe in Natolin, internal data.

Number of submitted first and second-choice applications for Natolin

Figure 15: Total number of applications for the academic years 2009/2010 to 2025/2026

Number of submitted first-choice applications for Natolin

Source: College of Europe in Natolin, internal data.

Figure 16: First-choice applications for the

Number of submitted first-choice applications for Natolin

Figure 16: First-choice applications for the academic years 2009/2010 to 2025/2026

Source: College of Europe in Natolin, internal data.

Number of submitted first-choice applications for Natolin

Figure 16: First-choice applications for the academic years 2009/2010 to 2025/2026

Source:

Number of enrolled students at Natolin

For the 2024/2025 academic year, Natolin admitted 125 students of 30 different nationalities (35 if counting all nationalities of our students). Figure 17 above shows the evolution of student numbers since 1992/1993.

Over time, the expansion of our academic offer has resulted in the largest student enrolment number of any academic programme in the College of Europe.

DIVERSITY OF COUNTRIES AND CONTINENTS

Since the introduction of the EU’s Neighbourhood specialisation at the College of Europe in Natolin, the proportion of students from EU neighbourhood countries has increased in tandem with the overall enrolment at Natolin. Over the past 15 years, such students have represented an average of 25 per cent of the student body, with two-thirds coming from the Eastern Partnership countries, and one-third from the countries of the Southern Dimension of the ENP.

Overall, the countries most represented at Natolin during the reporting period were France (18%), Poland (11%), Italy (8%), Spain (7%), and Ukraine (6%).

In the academic year 2024/2025, of the 125 students at Natolin, 77 students (62%) come from the EU, and 48 students (38%) from outside the EU. Of the latter, 34 students come from the EU neighbourhood countries, six from Türkiye, two from the United Kingdom, two from Switzerland, three from the Western Balkans, and one from South America. The top five countries of origin are France, followed by Spain, Poland, Italy, and Ukraine. They are followed by Germany, Türkiye and Portugal, and then by Belgium and Armenia.

Over the past 15 years, as Natolin’s reputation has grown, applications have come from further and further afield, including Africa, Asia, Australia, and the Americas. Besides the increasing number of students, the remarkable number of nationalities represented is another characteristic of the enrolments. Whereas our first class of 35 students in the academic year

1992/1993 comprised 21 nationalities, the number has risen to 30 nationalities (35 if counting all nationalities of our students) in 2024/2025; the average over the past three decades has been 29 nationalities (see also Figures 18 and 19 below).

FINANCIAL SUPPORT FOR STUDENTS

In recruiting for the EIS programme, Natolin has always sought candidates with a strong academic background, a broad interest in European issues, an open and forward-looking approach to their intellectual and professional development, and a commitment to work hard in line with the values and ideals of the College of Europe

This diligent search for the best and most promising candidates means that Natolin is prepared to help them obtain financial support for their studies. Each incoming class is a diverse group, selected purely on merit, with no exclusions based on nationality, gender, age, professional or educational field, or socio-economic background. The only selection criterion is quality This meritocratic approach is only made possible by an EU Operating Grant and external contributions, both of which cover at least part of the costs of studying and living at Natolin. The financing scheme offered by Natolin provides a wide range of financing options. Over the past 15 years, 83% of Natolin students have received full or partial scholarships or other forms of financial support.

The system of student assistance is based primarily on the EU Operating Grant and, wherever possible, on external contributions from national governments, regional institutions, foundations, and private donors. These diverse sources of funding have enabled Natolin to maintain a proud tradition of extending study opportunities for students from within and beyond the EU’s borders. The aim is to enable highly qualified applicants, regardless of their socio-economic background, to benefit from the College’s highly competitive learning without being hindered by financial barriers.

Figure 19: Top 10 student nationalities in Natolin in 2024/2025 Source: College of Europe in Natolin, internal data.

Figure 18: Top 10 student nationalities in Natolin in 2009/2010 Source: College of Europe in Natolin, internal data.

Figure 19: Top 10 student nationalities in Natolin in 2024/2025

19: Top 10 student nationalities in Natolin in 2024/2025

Source: College of Europe in Natolin, internal data.

20: Own contributions by students at Natolin 2009–2024 (in EUR thousand) Source: College of Europe in Natolin, internal data.

Figure

Figure

A dedicated financial package, established on the initiative of the European Parliament, is offered to students wishing to specialise in history (including but not limited to history graduates). To date, 138 students from some 30 countries have received financial support under this scheme. Natolin also places special emphasis on welcoming and supporting selected students from the EU’s neighbourhood countries, covering the costs of tuition, room, and board. This support has only been possible thanks to funding from the European institutions. As a result, Natolin has opened its doors to 494 students from ENP countries since 2007/2008. Furthermore, as of the 2011/2012 academic year, dedicated financial support is also foreseen for students from the EU who are interested in studying the European Neighbourhood Policy at Natolin. Within this framework, Natolin has granted financial support to a total of 235 students from European Union countries, including the current academic year 2024/2025.

Contributions from national governments vary. Among the countries that regularly provide financial support to Natolin students are Andorra, Austria, France, Germany, Hungary, Ireland, Italy, Luxembourg, the Netherlands, Poland, Portugal, Spain, Sweden, Switzerland, and the United Kingdom. Special mention should be made of the Government of Poland, which has systematically supported the College of Europe in Natolin since its inception, funding full scholarships, which are becoming increasingly rare. It is also the only EU Member State to fund the studies of citizens other than its own. Indeed, as part of the technical assistance provided to Ukraine to support its transformation process and further integration with the EU, the Government of Poland has committed to cover the costs of tuition and accommodation for Ukrainian students at Natolin. Between 2009 and 2024, 84 Ukrainian students benefitted from this support. In addition, Poland has recently awarded several full scholarships to students admitted to Natolin originating from the Western Balkans and Türkiye.

Natolin students also receive financial support from regional institutions such as Catalonia International, which offers full scholarships to Catalan students interested in pursuing Euro-Mediterranean studies at

Natolin, as well as other Spanish regions. For its part, the European Movement Denmark supports students from Denmark. In addition, Türkiye has recently reactivated its own support programmes for the College, in cooperation with the Turkish private sector.

Additional funding has been provided by private companies and foundations such as Banco Santander, Telekom Serbia, the Baillet Latour Fund, or the Bruges-Natolin (Brunat) UK European Scholarships Fund.

Natolin itself also offers financial support to cover at least part of the tuition and living expenses, to the extent allowed by its budget, for students from countries that do not offer government or private contributions. This support is generally aimed at talented but financially disadvantaged candidates

The purpose of this broad financial aid programme is to enable outstanding students from all over the world to pursue the advanced Master of Arts in European Interdisciplinary Studies at the College of Europe in Natolin, breaking down barriers of origin and status to create a unique multicultural community with a rich diversity of knowledge and opinions.

Even with this support, it is worth noting that student self-funding has increased by almost 90% since 2009 (see Figure 20 above). This reflects the growing appreciation of Natolin’s offer among prospective students. The largest increase in student payments has occurred in recent years, indicating the effectiveness of many of the recent changes and innovations at the College of Europe in Natolin.

LOOKING AHEAD

Over the past 15 years, the College of Europe in Natolin has seen a steady increase in applications to its EIS programme. In particular, first-choice applications have surged by an impressive 441 per cent, underlining the institution’s success in adapting to the evolving higher education landscape. The creation of a dedicated office to keep abreast of revolutions in communication

Alumni

return to Natolin with joy, cherishing their best moments.

methods has enabled Natolin to develop a more focused marketing strategy, expanding its reach while retaining successful elements from the past. Vigilantly monitored and routinely updated, Natolin’s robust online presence, across multiple platforms, serves to project an accurate image of both the academic programme and the campus to the Natolin community, external partners, and prospective students.

The Promotion and Recruitment Office plays a key role in shaping the student body at Natolin. The EIS programme, committed to attracting a diverse student cohort in terms of nationality and academic background, has seen a steady increase in the number of students from many countries in the EU, the EU’s neighbourhoods and beyond. Working with the newly established Marketing Office, the Promotion and Recruitment Office is using digital and traditional channels to disseminate information more effectively to a targeted group of

high-quality students interested in Europe, thereby widening the pool of potential candidates

In order to maintain a qualified and diverse student body, it is imperative that the collaborative efforts of all those involved in the selection process continue seamlessly. The key offices overseeing these processes must be adequately resourced to deal with all eventualities.

In addition, the College of Europe in Natolin aims to further refine the financial support system for its students. This will involve exploring ways to enhance the existing system of contributions, relying on the EU Operating Grant, and securing support from carefully selected public and private donors. Particular attention will be paid to potential contributions for students from disadvantaged socio-economic backgrounds, countries, and regions.

NATOLIN ALUMNI: A GLOBAL NET w ORK OF SENSIBLE AND RESPONSIBLE MEMBERS OF SOCIETY

The College of Europe experience does not end with the academic year. With more than 17,000 alumni from some 50 countries, our graduates join a global network of responsible members of society, with individuals who have reached senior positions in the public and private sectors. Our graduates pursue successful careers in European and international organisations, diplomacy, business, public administration, NGOs, journalism, and academia.

The College has an important role to play in keeping the alumni community connected. Alumni relations are

also of paramount importance in promoting Natolin and the European Interdisciplinary Studies programme. Accordingly, Natolin acts in various ways to maintain and develop alumni relations. These activities include organising alumni reunions, supporting the Natolin Ambassadorship Programme , involving alumni in philanthropic fundraising activities, participating in events organised by Regional Alumni Groups in different countries, distributing the Natolin Quarterly to alumni, and cooperating with the College of Europe Alumni Association.

Anna Jarosz-Friis

NATOLIN ALUMNA OF THE ALEXIS DE TOCQUEVILLE PROMOTION 1996/1997

DIRECTOR OF UKRAINE SERVICE IN THE DIRECTORATE GENERAL FOR ENLARGEMENT AND EASTERN NEIGHBOURHOOD (DG ENEST) OF THE EUROPEAN COMMISSION

A ‘royal’ pathway into the European Commission

It was a great year – very formative and extremely important for both my professional and personal life. The College of Europe in Natolin prepared me for a future career, firmly geared towards European integration and related matters. Since then, I have worked in the European Commission for 20 years. Some in the Commission even consider the experience at the College of Europe in Natolin to be a “royal” pathway into the Commission.

Students say goodbye at the Graduation Ceremony in Natolin, knowing they will remain close.

Family photos are a cherished tradition of every graduating academic promotion.

Alumni reunions are an opportunity to come back to Natolin, regardless of where you live.

A very special moment — the reunion of the first promotion from the academic year 1992-1993.

ALUMNI REUNIONS

Reunions are held at intervals of five, ten, 15, 20, 25 and 30 years after graduation. These events are a great opportunity to renew bonds with fellow alumni and share professional experiences through networking. For current students, the reunions are an opportunity to learn about the choices and paths taken by their predecessors, who offer valuable insights for those at the start of their careers.

NATOLIN AMBASSADORSHIP PROGRAMME

This programme aims to engage Natolin alumni as Natolin Ambassadors in their home countries, enabling them to interact with students at local universities and share insights about the College of Europe. By delivering presentations and sharing their personal experiences, alumni play a vital role in promoting our academic offer and inspiring potential applicants.

These ambassadorial activities make an invaluable contribution to our annual outreach efforts , ensuring that new generations of potential applicants receive first-hand, authentic information about the academic programme, campus life, and the overall student experience. Testimonials from recent alumni are particularly valued, as they resonate strongly with prospective students, who find them both trustworthy and relatable. Through these efforts, the programme strengthens the College’s global alumni network while fostering a sense of continuity and engagement within our alumni community. Statistical data on the activities of the Natolin Alumni Ambassadors can be found in Figure 21 below.

ALUMNI STATISTICS

Since the academic year 1992/1993, 3,300 students have studied at the College of Europe in Natolin. The following statistics are based on available information on the professional careers of the alumni.

First position after graduation

Time from graduation to first employment

The time it takes to find a job or internship after graduation can be a good indicator of the employability of our graduates. It is very gratifying to see that the trend line for the average number of months shows a steady decrease in the time it takes Natolin graduates to start an internship or a regular job. Most of our graduates start their first professional engagement 2–3 months after graduation at the end of June each year. In terms of the percentage split between jobs and internships, on average 60% of graduates started a regular job and 37% started an internship (see Figure 22 below).

First position after graduation – region of work

Over 91% of Natolin graduates originally from EU Member States start their career in the EU. In terms of employability in the EU (job or internship), more than 47% of graduates coming from non-EU countries find internships/jobs in the EU, respectively 50% of graduates from the Southern Neighbourhood countries and almost 49% from the Eastern Neighbourhood countries (see Figure 23 below).

First position after graduation – leading types of institutions

The majority of Natolin alumni started their careers in EU institutions and agencies, national governments, public authorities and representative bodies, consultancies, NGOs, and international organisations. See Figure 24 below for a more detailed breakdown.

First position after graduation – leading sectors

Classifying these positions by topical sectors, the leading categories are Public Policies Analytics and Strategy, International Affairs and Diplomacy, and Media, Communications and Marketing EU Affairs. See Figure 25 below for a more detailed breakdown.

Number of Ambassadors

Figure 21: Natolin Ambassadors: outreach overview (2015–2024) Source:

Number of Presentations

Number of Countries

Figure 21: Natolin Ambassadors: outreach overview (2015–2024)

Source: College of Europe in Natolin, internal data

Figure 22: Months to first emploment a er graduation (graduates of 1992-2024)

Figure 22: Months to first emploment a er graduation (graduates of 1992-2024)

Source: College of Europe in Natolin, internal data

(graduates of

Source:

23: Regions of first employment a er graduation by region of origin (graduates of 1992–2024)

24: First employment a er graduation by institution type (graduates of 1992–2024)

Source: College of Europe in Natolin, internal data.

Figure

Figure

Figure 24:

Figure

Figure

26: Regions of current employment by region of origin (graduates of 1992–2024) Source: College of Europe in

24: First employment a er graduation by institution type (graduates of 1992–2024)

Source: College of Europe in Natolin, internal data.

Figure

Figure

Figure

Figure

Current positions

Current country of work – distribution by country of origin and current region of work

The vast majority of Natolin graduates from EU countries (86%) continue to work in the EU. The number of graduates from the Neighbourhood countries currently working in the EU increases significantly compared to the first post-graduation position. This suggests that the employability of non-EU graduates in the EU increases significantly with subsequent professional engagements (see Figure 26 above).

Current positions – leading institution types

Most Natolin graduates currently work in national governments, public authorities and representative bodies, and in the EU institutions and agencies (see Figure 27 above).

Current

position – leading sectors

In their current positions, the majority of Natolin graduates focus on sectors related to public policies, international affairs and diplomacy, finance, law, and education (see Figure 28 above).

LOOKING AHEAD

The alumni community of the College of Europe in Natolin is a truly global network. It now includes more than 3,300 alumni and is an integral part of the wider College of Europe alumni network, which has more than 17,000 members worldwide.

Our alumni are professionals, opinion leaders, and change-makers in a wide range of sectors, actively contributing to the societies in which they live and work. Beyond their professional achievements, they are an invaluable source of knowledge, inspiration, and engagement—principles that align with the College of Europe’s ongoing efforts to nurture and strengthen this lifelong connection. The best way to bring alumni

together is to actively involve them in the initiatives and activities organised by the College, thereby fostering a vibrant and enduring bond within this outstanding global network.

The alumni reunions organised by the College of Europe in Natolin are a testament to how the College experience extends far beyond the end of an academic year. These gatherings not only allow alumni to relive cherished memories, but also provide a platform for meaningful exchanges with staff and current students. It is a clear win-win-win situation. For students, it is an invaluable opportunity to learn first-hand from alumni who are navigating different cultures and perspectives in their professional lives—insights that can help shape their future choices. For alumni, it is a chance to return to a place that played a pivotal role in their development, while actively contributing to a community of which they will always be part. For the College, these reunions help to strengthen its links with alumni and reinforce its mission to promote engagement with European affairs.

Investing in this strategy is a powerful way of building lasting relationships within the College community. Sustaining and expanding these efforts will further strengthen the bond between the College and its alumni, ensuring a vibrant and engaged network for years to come.

The Natolin Ambassadorship Programme has proved to be a highly effective initiative, successfully harnessing the support of alumni to enhance outreach and promotional activities. Given the economic and geographical constraints that limit the ability of Natolin staff to be physically present in all desired locations, the role of alumni in spreading awareness of the College of Europe has become even more crucial. By providing prospective students with a transparent, concise and authentic account of the Natolin experience, alumni serve as invaluable ambassadors for the institution.

Over the years, numerous events have been organised in cooperation with universities, institutions, media and online platforms, all of which have expressed

Each year, around 120 students from approximately 35 nationalities live and learn together at Natolin for about 10 months.

Catherine Ashton

VISITED NATOLIN IN 2023

EU HIGH REPRESENTATIVE FOR FOREIGN AFFAIRS AND SECURITY POLICY (2009-2014);

EUROPEAN COMMISSIONER FOR TRADE (2008-2009)

They [Natolin students] are the people who are going to hold the positions of power and authority, who are going to advise leaders or become leaders themselves, who are going to be diplomats, foreign policy experts, security people who are going to invest in the future of their countries and their communities, whether it’s individual nations, the European Union or beyond.

And so what you are doing here in Natolin is so important, because it enables them to get the best education, to meet with each other, to share experience and to learn and to put that to good use in the years ahead.

Looking to the future, our ambition is to cultivate an even stronger, more interconnected alumni community of proactive and engaged members of society — one that remains actively engaged with the College, supports future generations, and contributes meaningfully to societal progress.

The alumni community of the College of Europe in Natolin is a truly global network. It now includes more than 3,300 alumni and is an integral part of the wider College of Europe alumni network, which has more than 17,000 members worldwide.

26% of Natolin alumni started their careers in EU institutions and agencies over the past decade.

The 5 leading sectors where Natolin graduates work are:

Public Policies Analytics & Strategy (27%)

International Affairs & Diplomacy (13%)

Finance & Trade (8%)

Law & Legal Services (8%)

Education & Academia (8%)

College hoodies, backpacks, and more, are worn to express sense of belonging and the Natolin spirit.

appreciation for the initiative and a strong interest in continuing the partnership. The involvement of alumni on the ground is also instrumental in dispelling the misconception that the College of Europe is out of reach for certain groups, especially those from disadvantaged regions. Hearing directly from someone who has faced similar challenges, doubts, and aspirations increases the likelihood that prospective students will feel encouraged to apply.

Looking to the future, the Natolin Ambassadorship Programme will not only continue but may also expand, depending on the number of alumni volunteers willing to participate. As the programme grows, it will further strengthen our global presence, encourage a more diverse and inclusive pool of applicants, and deepen the lifelong bond between the College and its alumni network.

The collection of statistics provides valuable insights into the career paths taken by Natolin alumni after graduation. This information is particularly useful for Natolin as it seeks to deepen its engagement with its alumni community through tailored initiatives. Whether through special events, guest lectures, career panels, networking opportunities, or feature articles, these efforts help to maintain a strong and dynamic relationship between Natolin and its graduates.

Looking ahead, Natolin aims to further integrate alumni into key campus activities, such as career events where they can share professional insights with current students, mentorship programmes, and sector-specific discussions. In addition, Natolin plans to explore philanthropic fundraising initiatives that provide meaningful opportunities for alumni to give back and support future generations of students.

By continuously expanding and diversifying alumni engagement, Natolin not only strengthens its global network, but also reinforces the spirit of lifelong connection and collaboration that defines the College of Europe experience. Looking to the future, our ambition is to cultivate an even stronger, more interconnected alumni community of proactive and engaged members of society — one that remains actively engaged with the College, supports future generations, and contributes meaningfully to societal progress.

As Natolin alumni continue to shape the world through their expertise, leadership, and dedication, we look forward to fostering a legacy of excellence, impact, and shared commitment to a better future.

STRATEGIC PARTNERSHIPS: BUILDING

NE

w AREAS OF ACTIVITIES

Since its inception, the College of Europe in Natolin has been dedicated to fostering dialogue, building knowledge and capacity, and enhancing international cooperation.

The accumulated experience and expertise in EU Enlargement and European Neighbourhood Policy-related issues – combined with a unique interdisciplinary

approach – remain the cornerstone of our executive education, strategic partnerships and development projects.

Accordingly, the College of Europe in Natolin continuously enhances its international outreach and standing by fostering cooperation with key stakeholders,

including governments, international organisations, universities, research institutions, and other public entities or private sector organisations. In this context, the College of Europe in Natolin also identifies new opportunities for support, including new sources of funding, from public institutions, non-governmental organisations and businesses.

Development activities do not only allow the College of Europe in Natolin to establish links and test different forms of cooperation at institutional level. The introduction or management of new institutional partners also allows students and academic staff to benefit directly from the resulting opportunities to develop their knowledge and skills. Indeed, synergies with key stakeholders broaden and deepen knowledge and understanding of a wide range of issues related to the EU decision-making process and policies; the EU neighbourhood; EU enlargement negotiations and accession preparations; security and geostrategic issues; Euroand Transatlantic affairs; energy and climate change governance; modern journalism and disinformation; or the interface between domestic politics, international relations and digital technologies.

In practice, such strategic partnerships and development projects may revolve around stand-alone initiatives or established formats, such as the Warsaw Euro-Atlantic Summer Academy (co-organised with the German Marshall Fund of the United States and the Polish-American Freedom Foundation), or the EU4Youth Programme (EU-funded and implemented with the Lithuanian Central Project Management Agency CPMA and the Lithuanian Ministry of Foreign Affairs), but the horizontal and regular engagement, and management of cooperation programmes continuously fuel all other educational, research and capacity-building activities at the College of Europe in Natolin.

ORGANISATIONAL AND STAFF EVOLUTION

For almost 10 years, the development activities at the College of Europe in Natolin were run by the Director responsible for development, Ms Ewa Ośniecka-Tamecka, supported on a case-by-case basis by selected staff members. In 2011, the first Development Coordinator was appointed – Ms Małgorzata Śmieszek – who remained in this position until 2013.

In January 2018, a dedicated Development Office, headed by Mr Marek Tabor, was established to structurally respond to the growing interest in cooperation from key institutional stakeholders in the EU, its neighbourhood, and beyond. The new Development Office was then equipped to meet the increased demand, in terms of scale, complexity and scope, for projects to be implemented by the College of Europe in Natolin.

In 2019, the College of Europe undertook a strategic reorganisation to separate the non-executive education, policy or research-driven development components from its growing executive education portfolio. As a result, Mr Marek Tabor took over the leadership of the newly established Executive Education Office, while the non-executive education projects initially remained within the Development and Innovation Office, with some of them later being transferred to the Strategic Partnerships and Development Office under the leadership of Mr Paweł Michalski.

In addition to managing new institutional partnerships and identifying new opportunities for support, the Strategic Partnerships and Development Office ensures effective project management by negotiating and monitoring externally funded projects, ensuring compliance with regulations and reporting requirements. It also coordinates Natolin’s participation in Erasmus+ activities, with a dedicated Erasmus+ coordinator –Mr Konrad Dziurdzia – promoting capacity building initiatives and international mobility.

The Warsaw EuroAtlantic Summer Academy is a programme for young professionals, public servants, experts, and civil society members from the Eastern Partnership and Western Balkans regions.

Vice-Rector Ewa Ośniecka-Tamecka signs a Memorandum of Understanding, reflecting Natolin’s commitment to dialogue, knowledge, and international cooperation.

THE WARSAW EUROATLANTIC SUMMER ACADEMY (WEASA) – A PLATFORM FOR TRANSATLANTIC ENGAGEMENT AND REGIONAL COOPERATION

Since its inception in 2013, the Warsaw Euro-Atlantic Summer Academy (WEASA) has become a leading regional initiative fostering professional development, policy debate, and international cooperation. Co-hosted by the German Marshall Fund of the United States and the Polish-American Freedom Foundation, WEASA has brought together 535 mid-career professionals from the Eastern Partnership and the Western Balkans, creating a vibrant community of experts dedicated to advancing democratic governance, security, digital transformation, and Euro-Atlantic integration.

Mission and evolution

WEASA was established to explore and debate the political, social and economic foundations of modern democracies within the European Union and the transatlantic community. Committed to the values of freedom, pluralism, and peace, the programme initially focused on the Eastern Partnership countries. However, in response to its growing success and increasing regional relevance, WEASA expanded in 2017 to include professionals from the Western Balkans This expansion reinforced its role as a cross-regional initiative, adapting to emerging global challenges and strengthening transatlantic cooperation.

Over its 12 editions, WEASA has continuously evolved to reflect changing geopolitical and technological landscapes. Early editions focused on systemic transformation, EU integration, and transatlantic relations (2013), mobility and globalisation (2014), or energy security (2015). From 2016 to 2018, WEASA increasingly addressed security, development, and digital transformation, covering topics such as regional security (2016), cybersecurity (2017), or the politics of technology (2018). The programme then explored the role of digital platforms, algorithms, public discourse and

disinformation (2019–2021) before moving on to the security and resilience implications of Russia’s full-scale invasion of Ukraine, more generally reflecting on the evolving geopolitical landscape of the Euro-Atlantic integration in times of crisis (2022–2024). The 13th edition of WEASA, in late June – early July 2025, will focus on digital resilience in the age of disinformation

Diverse and engaging learning environment

WEASA is designed for mid-career professionals with 5–10 years of experience, and attracts participants from public administration, civil society, academia, journalism, and the private sector. The Academy offers a mix of lectures, panel discussions, workshops, and hands-on exercises, ensuring that participants gain both theoretical knowledge and practical skills.

WEASA’s faculty includes academics, government officials, and practitioners from prestigious institutions such as NATO, the European Commission and the European External Action Service (EEAS), the European Parliament, national governments, leading NGOs, think tanks or media platforms. The programme also emphasises interactive skill-building, with workshops on public communication, negotiation, and policy writing.

Beyond the Summer School: Sustaining engagement through alumni networks

Recognising the importance of sustained engagement, WEASA has developed an extensive alumni network that continues to thrive beyond the Summer Academy. Since 2018, WEASA has implemented initiatives such as micro-grants, professional exchanges, and thematic study trips. Since 2021, 11 alumni gatherings in 7 countries have been instrumental in shaping the next editions of the programme.

A flagship alumni engagement initiative is the WEASA Peer-to-Peer (P2P) Meetings, launched in 2022, which allow former participants to explore other regions, draw comparisons with their home countries, and develop new

The College of Europe in Natolin continuously enhances its international outreach and standing by fostering cooperation with key stakeholders, including governments, international organisations, universities, research institutions, and other public entities or private sector organisations.

Over its 12 editions, the Warsaw Euro-Atlantic Summer Academy (WEASA) brought together 535 midcareer professionals from the Eastern Partnership and the Western Balkans.

The EU4Youth programme offered around 75 young people from the Eastern Partnership countries a unique opportunity to deepen their understanding of European governance and politics, while fostering cross-cultural learning and cooperation.

The College of Europe in Natolin has implemented 17 mobility programmes for its staff (particularly teachers) and students (alumni) as part of the Erasmus+ programme.

partnerships. 10 successful P2P Meetings have been carried out between 2022 and 2024. In addition, 11 research papers and 10 webinars have been produced since 2021 as part of WEASA’s support for alumni-led research projects.

Alumni also play a key role in the delivery of the programme. Since 2021, 18 alumni members have returned to WEASA as Group Facilitators, assisting in the implementation of the annual Academy. And, since 2022, 8 alumni members, already recognised as experts in their fields, have been invited as WEASA speakers, bringing their professional insights back to the Academy.

THE EU4YOUTH PROGRAMME – A PATHWAY FOR SKILLS DEVELOPMENT, LEADERSHIP, AND CIVIC ENGAGEMENT

The College of Europe in Natolin is a key implementing partner of the EU4Youth programme – a flagship regional initiative of the European Union, launched in 2017 by the European Commission’s Directorate General for Neighbourhood and Enlargement Negotiations. Its mission is to empower young people in the Eastern Partnership (EaP) countries by enhancing their skills, fostering entrepreneurship, and increasing their employability, while also encouraging active participation in democratic life and the labour market.

From 2021 to 2025, the implementation of EU4Youth –Phase III builds on the successes and lessons of earlier stages. A critical component of this phase includes scholarships for studies at the College of Europe in Natolin. These scholarships offer around 75 young people from EaP countries a unique opportunity to deepen their understanding of European governance and politics, while fostering cross-cultural learning and cooperation. For the academic year 2024/2025, in response to the aspirations of Ukraine, Moldova, and Georgia on their path to EU membership, the scholarship scheme was extended beyond the original target group of EaP candidates interested in enrolling in the postgraduate Master’s programme in European Interdisciplinary Studies.

As part of the ‘Natolin Fellowship Programme’, the College of Europe in Natolin has designed and is implementing an 8-month professional and educational development programme for young PhD students or recent PhD graduates from Ukraine, Georgia, and Moldova. The pilot edition of this programme is aimed at 11 participants, carefully selected from a pool of over 80 candidates. The ‘Natolin Fellowship Programme’ is divided into two consecutive stages: a capacity and knowledge building module delivered by an international team of lecturers and experts (from various academic and educational centres in Europe, including Poland), which lasts for approximately 5 months at the College of Europe in Natolin, also including participants’ involvement in short research trips and study visits, and a professional or academic development internship module of up to 3-months, during which participants gain practical experience in a dedicated professional environment.

ERASMUS+ MOBILITY PROGRAMME – ENHANCING EDUCATION, SKILLS, AND INTERNATIONAL COLLABORATION

Since 2017 (for both the 2014–2020 and 2021–2027 financial perspectives), Natolin has held the Erasmus Charter for Higher Education, confirming its commitment to fostering a productive and mutually beneficial dialogue between the academic sector, research and educational institutions, civil society, policy-makers, and the labour market. This commitment is in line with the institutional objective of strengthening participation in the European Higher Education Area and expanding international cooperation under the Erasmus+ programme.

Within the framework of Erasmus+, the College of Europe in Natolin offers valuable opportunities for traineeships for students and recent graduates, as well as staff mobility programmes for teaching assignments and training. These initiatives aim to further integrate the institution into the European Higher Education Area, while enhancing the professional development of students and staff, and strengthening educational capacity building.

In this context, the College of Europe in Natolin established a series of cooperation frameworks across Europe, including inter-institutional Erasmus+ agreements with various universities and departments in EU Member States and third countries. In addition, the College of Europe in Natolin advanced its network of collaborating employers — both public and private organisations — that host traineeship projects for its graduates, in line with the priorities of Erasmus+. This also facilitated consultations and discussions on the continued development of cooperation in the field of European studies and research.

To date, Natolin has provided students and staff with the opportunity to participate in the Erasmus+ mobility programme, collaborating with a wide range of entities including academic institutions, professional associations, think tanks, NGOs, and youth organisations

across Europe. These collaborations span countries such as Belgium, the Czech Republic, Denmark, France, Germany, Italy, Lithuania, Serbia, Slovenia, Slovakia, Sweden, and Türkiye. In recent years, Natolin has also intensified its cooperation with Ukraine, reflecting its growing commitment to fostering regional and international partnerships.

LOOKING AHEAD

The College of Europe in Natolin is constantly evolving and expanding its development activities to better meet the needs of students and to enhance the understanding of the EU and its neighbourhoods for partner institutions and individuals. As new opportunities and challenges arise, the future of the institution will largely depend on how these are exploited. In response to the

Gert Jan Koopman, Director-General for Enlargement and Eastern Neighbourhood, visited Natolin to deliver a high-level lecture and engage with students on EU enlargement policies and the future of Europe’s neighbourhood.

changing international environment, new themes have been introduced, and innovative formats developed to make the programmes more attractive and relevant to participants. In addition, Natolin’s expanding network of contacts and partners provides a constant stream of fresh insights, ideas, and experiences that enrich the core teaching and research curriculum.

Going forward, Natolin aims to deepen and broaden cooperation in key thematic areas, including:

Security and geopolitics: strengthening partnerships with think tanks, international organisations, and diplomatic institutions to provide insight into EU foreign policy, security, and defence strategies, including in the context of the European Neighbourhood and EU enlargement strategies;

Digital governance and disinformation: strengthening collaboration with tech policy experts, media institutions, and cybersecurity organisations to address digital transformation, AI regulation, or the fight against disinformation;

Climate and energy transition: partnering with environmental think tanks, research institutions, and policy-makers to explore sustainable energy policies, climate resilience strategies, and the implementation of the EU Green Deal in neighbouring regions;

EU integration and reform processes: expanding capacity building initiatives for professionals from EU accession countries through targeted training, research projects, or study visits.

To achieve these goals, the College of Europe in Natolin aims to build on institutional partnerships, including joint research initiatives with European and international universities, fostering academic collaboration on pressing policy challenges; capacity building programmes for researchers, civil society actors or journalists, equipping them with practical skills for EU-related decision-making; an expanded Erasmus+ cooperation to provide broader mobility opportunities for students and staff; and finally, public-private partnerships, engaging businesses and industry leaders in knowledge sharing and research-driven innovation.

FINANCE: DIVERSIFICATION OF SOURCES, STRONGER FINANCES AND PRUDENT BUDGETING

The College of Europe in Natolin has significantly improved its financial situation over the period 2008–2025, largely thanks to prudent budgeting (see Figure 29). During this period, a number of steps were taken to improve and stabilise its finances. These included securing new sources of funding and other income, as well as rigorous measures to optimise costs through modern financial management and controlling methods. Efforts to diversify income led, for example, to a significant increase in student self-financing.

Compared to an initial annual budget of €1 million 31 years ago, Natolin’s budget grew from €3.7 million in 2008 to €8.4 million in 2024, which means an increase of 127 per cent

Throughout the period, the increase in total income and expenditure has been proportionate, even though the total budget has more than doubled. In 2022–2024, both income and costs appear to have stabilised at a level above €8 million. Revenues and costs have been kept in

Natolin is named after Natalia Potocka, who married Prince Roman Sanguszko, and the name was given by her grandfather, Count Stanisław Kostka-Potocki, after her untimely death.

29: Natolin budget 1994–2024 (in EUR million)

Source: College of Europe in Natolin, internal data.

Figure

Figure

balance, and in most years since 2010 a small surplus has been achieved, which has been fully dedicated to Natolin’s educational activities.

Apart from a temporary reversal of the expansionary trend in 2008–2010, coinciding with a financial and fiscal crisis in Europe, Natolin’s budget has grown steadily. This increase is mainly due to:

the improvement in the quality and breadth of Natolin’s academic programme; the establishment of the two Academic Chairs; an increase in the scope of development-related and executive education activities.

EVOLUTION OF BUDGET BALANCE

Source: College of Europe in Natolin, internal data.

Natolin’s overall financial result swung from a large deficit in 2008–2009 to a positive result of more than €300,000 in 2010, before settling into a surplus in 2015–2024. This trend correlates with a stabilisation of student enrolments at around 128 per year, well above the more volatile levels prior to 2011 (see Figure 30 above). Changes and expansions to Natolin’s curriculum, including the core EIS programme, the professional skills programme, language teaching and extracurricular activities, have resulted in higher student enrolments – averaging 128 per year in 2015–2024 compared to 92 in 2008–2009.

This suggests that student enrolments have a significant impact on the financial position of the College of Europe in Natolin. The increase in student numbers has been achieved through an enriched curriculum, both academic and career-related, and carefully targeted recruitment efforts by the communications, marketing, and recruitment teams.

EVOLUTION OF INCOME

Source: College of Europe in Natolin, internal data.

From 2015 to 2022, the EC Operating Grant (including the ENP grant) amounted to €4.5 million and from 2023 onwards has stabilised at the level of €5.0 million. The second-largest source of income is Poland’s in-kind contribution. This is valued at a fixed amount of around €1.1 million per year, for the free-of-charge use of the Natolin campus grounds and buildings with 9,327 square metres of office and living space.

The College’s academic income, generated by national government-funded student scholarships, has been declining in relative terms. This decline has been offset by students’ own contributions, which accounted for over 13% of total academic income in 2024. This reflects the growing attractiveness of Natolin’s programme to prospective students.

In 2015–2016, the implementation of the E-Platform for Neighbourhood project brought additional annual funding of approximately €1 million. The e-Journalism (JCN) project, launched in 2018, contributed approximately €833,000 to the annual budget. In 2016 and 2019, these projects contributed to record annual budgets of over €7 million in 2016 and 2019. In 2020–2024 the N4CB and EU4Youth projects were implemented with an average total annual budget of €1.3 million.

The evolution of the total income of the Natolin Campus between 2008 and 2024 is presented in Figure 31 above.

Unlike its sister campus in Bruges, the Natolin campus does not benefit from permanent direct contributions from EU Member States, with the exception of Poland (€10,000 per year). However, a stable component of this category is Switzerland’s contribution of €12,000 per year.

A truly intercultural experience comes to life on the College's campus.

BUDGET COSTS

In 2009, a deliberate decision was taken to increase the share of academic activities in the total budget expenditure, while reducing the share of administrative costs. The share of administrative costs in the total budget of the College of Europe in Natolin decreased over the period from an average of over 33% in 2008–2011 to around 19% in 2017–2024. Over the same period, the relative share of academic expenditure increased from less than 27% to 37% in 2024.

In recent years, several cost optimisation measures have been implemented, which have helped to bring revenues and costs into balance. At present, further cost reductions would be difficult to achieve and could potentially reduce the quality of the academic programme. Therefore, efforts should be focused on finding ways to increase revenues in order to further improve Natolin’s financial situation.

The budget monitoring system in place ensures the effectiveness of the costs incurred. The system consists of ex-ante cost acceptance procedures and regular reporting and controlling. In addition, the external audits carried out regularly at Natolin have confirmed

the effectiveness of the costs incurred and compliance with the requirements of the institutions financing the activities.

The evolution of main costs between 2008 and 2024 is presented in Figure 32 below.

LOOKING AHEAD

The College of Europe in Natolin will continue to strengthen its academic and career-related offer in order to remain competitive in the higher education market and attract more high-quality applicants.

Figure 31: Evolution of total income 2008–2024 Source: College of Europe in

Natolin will seek to maintain the upward trend in student self-financing. This has become increasingly necessary in view of the decline in scholarships granted by the EU Member States. To this end, the Natolin campus will support communications and marketing activities to promote its unique expertise and academic programmes.

The budget will continue to be managed prudently with the aim of augmenting revenues while keeping costs in check. Diversification of revenue sources will remain a priority.

Natolin, internal data.

Figure 32: Evolution of main costs 2008–2024 (percentage) Source: College of Europe in Natolin, internal data.

A number of steps were taken to improve and stabilise its finances. These included securing new sources of funding and other income, as well as rigorous measures to optimise costs through modern financial management and controlling method.

Natolin’s budget has increased by 127% over the past three decades. The share of administrative costs in the total budget decreased over the period from an average of over 33% in 2008–2011 to around 19% in 2017–2024. Over the same period, the relative share of academic expenditure increased from less than 27% to 37% in 2024.

Students enjoy their lunch break in the Natolin Gardens.

The setting of the College of Europe in Natolin is truly unique: not far from the centre of Warsaw, yet resembling a country estate; surrounded by a residential area with high-rise buildings, shops, and busy thoroughfares – yet for all that a quiet, peaceful island of greenery nestled in the middle of a bustling city. Situated in a nature reserve with ancient oak woods and wetlands, the Natolin campus offers students a unique opportunity to live close to nature. It is one of the most beautiful settings for a higher education institution in Europe.

THE NATOLIN NATURE RESERVE

The Natolin Nature Reserve borders on the Warsaw districts of Ursynów and Wilanów and covers 105 hectares of the 120-hectare Natolin Palace grounds and park. The protected area is covered by an old-growth oak and hornbeam forest, which in places gives way to a wetland riparian woodland. Remnants of the vast Masovian primeval forests, which flourished as late as the Middle Ages, have survived in the Natolin Reserve. The most precious stands include, first and foremost, the ancient historic oaks, which are often over 300 years old . The reserve also contains large numbers of ash, hornbeam, black alder, and linden trees. According to estimates, nearly 1,000 historic trees can be found in the Natolin forest. Moreover, many years of observation and research have confirmed that the area is home to Masovia’s densest population of the middle-spotted woodpecker, along with a significant number of the common toad, a protected species. Another distinguishing feature of this nature reserve is the presence of the hermit beetle (Osmoderma eremite), a rare and protected species that mostly inhabits old and decaying oak trees.

Due to the presence of rare and protected species, and based on the European Council’s Habitats Directive, the Natolin forest has been included in the European Network of Protected Sites Natura 2000.

HISTORY OF THE NATOLIN PALACE AND PARK ESTATE

The Natolin nature reserve is situated in the Natolin Palace and Park estate, which dates back to the XVII century. It was then that the Polish King Jan Sobieski III, ruler of the Polish-Lithuanian Commonwealth, used these remnants of the primeval forest as a pheasant hunting ground. Hence, the initial name of the place was ‘the Pheasantry’ (Bażantarnia). In 1807, the name of the estate was changed in honour of the owners’ only child: Natalia Potocka. This was the day when, along with the birth of the heiress to a grand Polish family of the Potockis, Natolin was born

The Natolin Palace dates back to 1780, when the then owner of the estate, Prince August Czartoryski, commissioned the architect Szymon Bogumił Zug to design and build a neoclassical summer residence, with a characteristic semi-open viewing reception room (salon oval) facing east. The ceiling of the room, painted by the renowned Italian artist of the time, Vincenzo Brenna, has remained untouched to this day.

In the early 19th century, the palace was reconstructed according to the design prepared by Piotr Aigner, another distinguished architect of Polish neoclassicism. It was commissioned by Natalia’s grandfather, Count Stanisław Kostka-Potocki. At the same time, changes were introduced in the park where the existing tree stand was retained, but a new spatial arrangement was introduced, characteristic of the landscape design fashionable at the time.

The Natolin Palace and Park estate took on its final form between 1821 and 1845 under the ownership of Count Aleksander Potocki, Natalia’s father. To commemorate his daughter’s untimely death, Count Potocki erected a statue in the style of ancient Etruscan and Roman sarcophagi. The figure of Natalia, lost in thought and resting, is the work of a well-known sculptor of the time, Ludwik Kaufman. The statue is part of a broader landscape composition, which also includes a Moorish gate straddling the park’s ravine. Another historic structure stands beneath the escarpment: the Doric Temple

modelled on the Temple of Poseidon in Paestum, an ancient Greek colony in southern Italy. The lower part of the park also hosts picturesque man-made ruins, loosely modelled on the Claudius aqueduct on the Via Appia in Rome. The historic structures were designed by Henryk Marconi, an eminent Italian architect who spent most of his life in Congress Poland.

ADAPTING THE HISTORICAL PARK TO THE NEEDS OF THE CAMPUS

Initially, the old historical buildings (the Palace, the Stables, the Coach House and the Manor House), which were in a serious state of disrepair, had to be completely renovated in the early 1990s at a considerable cost (over €5 million) borne by the Polish government, which also covered the cost of additional infrastructure development and adaptations over the last 20 years,

amounting to €15 million. The historical buildings have also been adapted to the needs of an educational institution and brought up to modern standards.

Today, the Stables house the Natolin Library, an auditorium-style lecture hall, and a Winter Garden. The Coach House contains several small seminar rooms and houses the Languages and Intercultural Dialogue Office. The Manor House features a small lecture hall and administrative offices, including the Finance and Accounting Office and the Executive Education Office.

Secondly, new buildings – the Włodkowic Residence, the Restaurant, and the Rectorate – had to be designed and built in a style that would harmonise with the Palace and its surrounding park and outbuildings.

In 2001, a second residence hall, the Retinger Residence, was constructed, allowing the Natolin campus to double its student intake.

Front entrance to the Natolin Palace — an elegant example of late 18th-century neoclassical architecture. Originally built as a summer residence for the Potocki family.

The statue of Natalia Potocka was erected in the Natolin Park in the 19th century.

The

campus is beautiful in every season — a perfect place for studying, reflection, and personal growth.

Natolin

Guests visiting the

and Palace often comment on its beauty and unique atmosphere.

Natolin Park

Students live and study in

for 10 months, closely observing and enjoying the charms of the natural surroundings.

Natolin

Situated in a nature reserve with ancient oak woods and wetlands, the Natolin campus offers students a unique opportunity to live close to nature. It is one of the most beautiful settings for a higher education institution in Europe.

A unique campus in a 120-hectare nature reserve and historical park with more than 1,000 historic trees.

The Natolin Palace and Park estate dates back to the XVII century In 2001, a second residence hall, the Retinger Residence, was constructed, allowing the Natolin campus to double its student intake.

There are 2 large auditoria: the Copernicus Auditorium, which can seat up to 200 people, and the Maria Skłodowska-Curie Auditorium, which can hold

80. In 2022, an additional space was created in the rear of the historical stables building, known as the Winter Garden.

CAMPUS AND RESIDENCES

Students at the College of Europe in Natolin live in the Włodkowic and Retinger Residences, which offer fully equipped single rooms with private bathroom, television, Wi-Fi, and cleaning service. Both residences have laundry facilities for student use. Students may also be accommodated in villas or apartments adjacent to the campus.

The Natolin campus offers students access to a sauna, a fitness room, a games room, several common rooms and computer rooms, as well as a football pitch located just behind the Natolin Library.

The Natolin campus has two large auditoria (the Copernicus Auditorium, which can seat up to 200 people, and the Marie Skłodowska-Curie Auditorium, which can seat 80 people) and four smaller lecture halls, including the Paderewski Hall, which can seat 55 people. In 2022, an additional space was created in the rear of the historical stables building, known as the Winter Garden It is a light glass and steel structure that blends in with the neighbouring heritage buildings and is equipped with state-of-the-art multimedia equipment.

These facilities enable the College’s teaching programme to run smoothly, while also accommodating special events requiring multi-modal presentation facilities.

The centuries-old oaks in Natolin are natural monuments.

Over two hundred years old, the Palace is a symbol of Natolin.

CLOSING REMARKS

The beautiful path to the Rectorate.

The intention of this Activity Report is to shed light on the College of Europe in Natolin and its growth dynamics, which results from a unique synergic interaction between all its assets. We hope that the readers of the report will share this impression and that its contents will have helped to illustrate the process. We would like to thank our readers for taking the time to read this report.

We have seen our academic programme develop in line with the evolution of European and global requirements. This development has extended to the content of Natolin’s offer as well as to its educational methods: investing in the training of Natolin’s students in the transversal skills for today’s job market while allowing for the development of specialisms in an interdisciplinary manner; equipping Natolin’s graduates with linguistic and intercultural tools to explore the international potential of their newly acquired skills and insights.

We have experienced Natolin becoming a hub of academic excellence in the fields of European civilisation and European neighbourhood policies and strategies The Natolin Nests are increasingly recognised for their unique flexibility in broadening their agendas and reaching out to different communities and stakeholders to create a unique personal learning environment.

We have witnessed the continuous growth and strengthening of the sense of Natolinian community that lies at the heart of the College’s heritage. The College has become a large human structure, each promotion is like a family, and all these families share their unique experience and look back to Natolin as a guiding star that marks the steady progress of their careers and life paths. By any measure, the College of

Europe in Natolin has achieved an impressive expansion of this vision, of its offer and of its impact.

Today, the College of Europe in Natolin is often mentioned alongside some of the world’s leading academic institutions. A dynamic and dedicated international community of staff has devoted many years to making the College of Europe in Natolin what it is today. Through careful and guided adaptation of modern academic tools, without losing sight of the essential human nature of the transmission of knowledge, the College has been and will continue to be able to respond successfully to the many challenges that continue to emerge.

Through accurate facts, a series of illustrations, vivid photographs and a concern for clarity and conciseness, this report seeks to encapsulate the main aspects, events and other phenomena that now serve as milestones in the history of the College’s development. All these elements help to quantify and qualify the human stories that are indeed the building blocks of the College’s abstract but ever-solid foundation – the unique spirit of the Natolinian community

The College of Europe in Natolin will continue to develop, improve, and evolve. While change may seem inevitable, our institution can only look back for guidance to what now seems unchangeable– the past. We hope that the Natolinian esprit de corps will permeate the present and future efforts of the College’s dedicated staff as we prepare for the next decades of service to future generations of students, scholars, and citizens of the world.

We, the Natolinians

A stone griffin guards the entrance to the Natolin Palace, symbolizing strength and vigilance in the historic surroundings of the campus.

‘JAK PO w STAŁ NATOLIN?’

(‘HO w HAS NATOLIN COME INTO BEING?’)

“(...) Thus, it crossed my mind during my discussion with the minister [of Foreign Affairs, Krzysztof Skubiszewski, in a meeting that took place in October 1989] – and I immediately shared this thought with him – that in the changed state of international relations it might not be the best idea to create an entirely new institution to educate and train foreign service officials, especially if they were to be educated with a view to Poland’s integration with the European Communities. Rather, I thought, it might be better to anchor, in Poland, a branch of a postgraduate studies institution that had been in operation for decades; one that reflected postwar European realities, one that had a tested academic programme and working methods, and one that had an already established and wellearned reputation.

I ardently wanted to do something useful, even on a very small scale, for Poland: the country that had rejected communism but which was still weighed down with its legacy; the country faced with enormous challenges and with immense, unprecedented tasks ahead. A campus of the College

of Europe located in Poland could form European affairs specialists who would successfully fill the human resources needs of the foreign affairs ministry and other state institutions, but also the needs of the private sector and its links with the European market. Both public and private sector employers in the West had long appreciated the substantive, psychological and linguistic preparation of the College of Europe alumni for professional activities at the international level. Why could it not be the same in Poland? (…)

My thoughts and arguments during that discussion with the minister went even further. In my mind, anchoring in Poland a campus of a higher education institution that enjoyed special relations with the European Communities could be one of the factors in the gradual building of trust and confidence of the peoples and institutions of the EC towards Poland. It could also reduce the psychological gap that had formed between Poland and the West during the period of the Cold War and communist dictatorship. Moreover, in terms of the presence of international institutions, Warsaw was a very ‘poor relative’ compared to cities such as Brussels, Paris, Geneva, Vienna or Rome. Therefore, it seemed to me that the idea of anchoring, in Warsaw, of an even small European postgraduate studies institution, which would attract dozens – perhaps hundreds in the future – of students and professors from different countries every year, deserved attention and support. Implementation of this idea would

be one of the elements of building bridges between Poland and the rest of Europe. (…)

As Rector of the College of Europe, I visited over a dozen of the best, most renowned and often beautifully located postgraduate studies centres in Europe and America. These were schools of public administration, business schools, schools of international relations and political science… The Natolin campus stands comparison with all of them, and as far as working and living conditions it offers its students, these can be the object of envy by all similar institutions. However, to stress this aspect does not imply forgetting what is most important: Natolin continuously enriches its academic programme, attracts more and more students from the East and from the West, radiating the same spirit that had been born over 60 years ago in Bruges. Many of its alumni have been competitively selected to join European institutions. Others are active in the public and private sectors in their own countries. And every year, Poland expands the circle of her young friends and advocates in all the regions of Europe. For someone who, in the memorable year of 1989, put forward the idea of creating the second campus of the College of Europe, this is the source of joy and satisfaction”.13

Jerzy Łukaszewski †  Rector of the College of Europe in Bruges (1972–1990)  Ambassador of Poland to France (1990–1996)

13 Jerzy Łukaszewski †, ‘Jak powstał Natolin?’ (‘How Has Natolin Come into Being?’), essay in the collection of the College of Europe in Natolin, 2016. Translated from Polish by Ms Judyta Fiedin, College of Europe in Natolin.

years of its history through immersive historical reenactments.

The Stanisławowskie Society visits Natolin to take us back to the early

Autumn colors on the Natolin oaks.

ACADEMIC PROGRAMME: ACADEMIC YEAR 2025/2026

European Interdisciplinary Studies: the Internal and External Dimensions of the European Union

EIS ACADEMIC PROGRAMME

Academic Year 2025-2026 1st Semester

1 Introduction to Political Science, Joanna Ziółkowska, Olivier Lewis, Amel Hammani & Sebastian Steingass

2 Introduction to International Relations, Tobias Schumacher

3 Introduction to Law, Peter Van Elsuwege

Introductory Courses no ECTS

Compulsory Courses 8 ECTS

Simulation Games

2 ECTS

Core Courses 16 ECTS

Contextual Courses no ECTS

Masterclasses no ECTS

Workshops no ECTS

Study Trips

2 ECTS

4 Introduction to Economics, Barbara Bobrowicz

5 Introduction to Theories and Strategies of European Integration, Wolfgang Wessels

6 Introduction to Interdisciplinarity and Transdisciplinarity, Rick Szostak

7 L’Histoire de la Construction européenne, Sylvain Schirmann

8 History of European Civilization, Richard Butterwick-Pawlikowski

1 History of Central and Eastern Europe, 1740-1940 (20h), Richard Butterwick-Pawlikowski (4 ECTS)

2 L’Europe centrale et orientale depuis 1940 (20h), Georges Mink (4 ECTS)

1 The Paris Peace Conference of 1919-20 (10h), Richard Butterwick-Pawlikowski (2 ECTS)

2 Drafting a Peace Treaty for the End of the Cold War (10h), Georges Mink & Marek Aleksander Cichocki (2 ECTS)

3 EU Decision-making and Interest Representation in Practice / Le processus décisionnel de l’Union européenne et la représentation d’intérêts (10h), Vicky Marissen (2 ECTS)

4 EU Foreign Policy-Making in Times of Conflict in the EU’s Neighbourhood (10h), Tobias Schumacher (2 ECTS)

Pluridisciplinary Track Interdisciplinary Track

1 EU Institutions and Decision-making (20h), Christopher Lord (4 ECTS)

2 The EU Legal Order: Rights, Norms and Values (20h), Peter Van Elsuwege (4 ECTS)

3 Political Economy of Europe in a Changing World Order (20h), Angelo Martelli (4 ECTS)

4 State and Economy (20h), Marek Belka (4 ECTS)

5 Energy in a Globalised World: Economics, Politics and Polic\ies (20h), James Henderson (4 ECTS)

6 International Cooperation and the Governance of Migration (20h), Jean-Pierre Cassarino (4 ECTS)

7 The EU Enlargement and Neighbourhood Strategies: a Geo-Legal Approach (20h), Erwan Lannon (4 ECTS)

8 Security and Military Challenges in Europe (20h), Andrew Michta (4 ECTS)

1 Mapping the World: Geopolitical Imaginations Past and Present (10h), Luiza Bialasiewicz

2 La religion dans l’Europe contemporaine (10h), Philippe Portier

3 Grands enjeux de la liberté de la presse (10h), Ayman Mhanna

4 Climate Induced Migration (10h) Patrycja Sasnal

5 Orientalisme (10h), Rémi Brague

6 Geo-economics (10h), Mikael Wigell

1 Cold War Strategies from the Central Eastern Europe Perspective (10h), Marek Aleksander Cichocki & Sławomir Dębski

2 External Relations, Security and Defence through the Prism of EU Historical Documents (10h), Dieter Schlenker

1 Strategic Communication in a Digital Age (8h), Anneli Kimber Lindwall

2 Media and Climate: Communicating the Green Transition (8h), Ewa Krukowska

3 Making Sense of Strategy (8h), Lukas Milevski

4 Geopolitical Risk Analysis (8h), Francesco Zampieri

Study Trip modules / Voyages d’études (30h), Coordinator: Ewa Ośniecka-Tamecka; Professors: Georges Mink, Kataryna Wolczuk, Andriy Tyushka, Thomas Mayr-Harting, Marek Aleksander Cichocki, Sławomir Dębski & Pascaline Winand

Selection Rules for the 1st Semester:

Introductory courses: all students are obligated to follow all Introductory Courses before the start of the academic year. Compulsory Courses: students are obligated to follow both courses. Simulation Games 1st semester: students are obligated to follow one (1) Simulation Game. Core Courses 1st semester: students are obligated to follow altogether 4 core courses. All students are expected to take the Pluridisciplinary Track courses. However, students may replace one, two, or all three courses from this track with a choice of one, two, or three courses from the Interdisciplinary Track provided that they pass entry tests into the disciplines covered by the Pluridisciplinary Track. In addition, all students select one core course from the Interdisciplinary Track. Contextual Courses: students are obligated to select two (2) courses. Workshops and Masterclasses: students are obligated to select at least one (1) Workshops and/or Masterclasses. Two Study Trips, one in the first and one in the second semester, are organised in EU member states and neighbouring countries. Participation is obligatory for all students. N.B.: For a more detailed description of rules attached to the selection of EIS academic programme elements, please consult the Dispositions particulières (Specific Provisions).

1st and 2nd Semesters

Master’s Thesis and Research Strategies and Tools 16 ECTS

1 Master’s Thesis

2 Research Strategies and Tools (20h), Sebastian Steingass (coordinator), Barbara Bobrowicz, Theofanis Exadaktylos, Kerry Longhurst, Georges Mink, Roger Moorhouse, Rick Szostak, Peter Van Elsuwege, Rasmus Brun Pedersen, Matia Vannoni, Pascaline Winand

3 Master’s Theses Colloquia: EPAP Research Colloquium (coordinators: Barbara Bobrowicz & Sebastian Steingass)

The EU and the World Research Colloquium (coordinators: Pascaline Winand & Sebastian Steingass) EUN Research Colloquium (coordinators: Adam Łazowski, Kataryna Wolczuk, Andriy Tyushka & Patrycja Sasnal)

History Research Colloquium (coordinators: Georges Mink, Richard Butterwick-Pawlikowski, Marek Aleksander Cichocki, Sławomir Dębski & Jason Rozumalski)

N.B.: For a more detailed description of rules attached to the selection of EIS academic programme elements, please consult the Dispositions particulières (Specific Provisions).

4

Courses

1

European Interdisciplinary Studies: the Internal and External Dimensions of the European Union

EIS ACADEMIC PROGRAMME

Academic Year 2025-2026

2nd Semester

EU Public Affairs and Policies (EPAP) The EU and the World (EUW)

EU Governance: Theory, Practice and Challenges (20h), Wolfgang Wessels

2 EU Substantive Law: The four freedoms (20h), Catherine Barnard

3

EU Macro-economic Policies (20h), Benedicta Marzinotto

The International Relations of the EU (20h), Karen E. Smith

The Legal Dimension of EU External Relations (20h), Steven Blockmans

EU Trade Policy from Rules based Trade to Trade Wars (20h), Rupert Schlegelmilch

4 EU Internal Security: A European and National Challenge (20h), Jörg Monar Security and Conflict Management (20h), Gustav Gressel

1 EU Structural and Investment Policies (20h), Grzegorz Gorzelak

2 EU Energy and Climate Policies (20h), Christian Egenhofer

3 EU Competition Policy (20h), Ioannis Lianos

NATO and European Defense Policy (20h), Thierry Tardy

The European Union and Bi- and Multilateral Diplomacy (20h), Thomas Mayr-Harting

EU Asylum and Migration Policy in Global Context (20h), Sandra Lavenex & Florian Trauner

4 Digital Economy (20h), Mario Mariniello Comparative Regionalism (20h), Pascaline Winand

5 The Political Economy of Welfare States in Europe (20h), Marek Góra

The EU in the Wider Europe and its Neighbours (EUN) European History and Civilization

Whither Neighbourhood? The EU, Eastern Europe, and the Southern Mediterranean in Times of Peace and War (20h), Tobias Schumacher

Enlargement Policy of the European Union (20h), Adam Łazowski

The EU and Eastern Europe (20h), Kataryna Wolczuk

The EU and its Southern Neighbourhoods (20h), Erwan Lannon

Images and Perceptions of the EU in its Neighbourhoods Throughout Peace and War (20h), Natalia Chaban

Cooperation on Migration Governance between the EU and its Neighbourhood (20h), Jean-Pierre Cassarino & Daria Davitti

EU Energy Governance in the EU’s Neighbourhood (20h), Anna Herranz-Surralles

The EU and the Geopolitics of Disinformation and Digital Communication in the Neighbourhood and Russia (20h), Jakub Kalenský

Human Rights in International Politics (20h), Patrycja Sasnal War and Conflict in the Post-Soviet Space (20h), Alexander Lanoszka

6 EU Security in an Economic Context (20h), Alan Riley International Climate Governance (20h), Youssef Nassef

7 Lobbying and Interest Representation in the European Union (20h), Alberto Alemanno

After Liberal Hegemony - The transatlantic partnership and the return of Great Power Competition (20h), Stefan Fröhlich

8 EU Enlargement Policy - Past and Present (20h), Adam Łazowski China and the World (20h), Jean-Pierre Cabestan

9 EU Development Policy and International Partnerships (20h), Maurizio Carbone

10

Building Resilience of the EU: Defence Policy, Economic Security, Internal Security, Climate Change and Civil Protection (20h), Maciej Popowski

11 Defence Economics (20h), Edward Hunter Christie

12

13

14

Politics in the Digital Age: Power, Platforms, and Participation (20h), Jillian York

The European Union, the Global South and the Politics of International Development (20h), Maurizio Carbone

Contemporary Russian Foreign and Security Policy (20h), Keir Giles

The Sources of EU Power (20h), Štefan Auer

The EU’s Relation(s) with a Wider Europe – The Legal Dimension (20h), Christophe Hillion

Minority Issues, Nationalism and Identity Politics in the EU’s Neighbourhood (20h), Joshua Castellino & Kathleen Cavanaugh

Church-State Relations and the Role of Religious Movements in the EU’s Neighbourhood / Les relations Eglises-Etat et le rôle des mouvements religieux dans les pays voisins de l’Union européenne (20h), Kathy Rousselet & Naveed Sheikh

The EU, Russia and the EU’s Eastern Neighbourhood: Power, Performance, and Perceptions (20h), Andriy Tyushka

Revolutions and Mass Mobilization in Eastern Europe (20h), Olga Onuch

Autocratization in the Middle East and North Africa (20h), Thomas Demmelhuber

Western Balkans: EU Enlargement, External Influences, Post-Conflict Transition (20h), Jovan Teokarevic

Turkey Between Europe and Eurasia: Historical and Contemporary Evaluation (20h), Mustafa Aydin

The European Union and Bi-and Multilateral Diplomacy (20h), Thomas Mayr-Harting

Europe and the Global Economy from the Industrial Revolution to the Internet (20h), Luciano Renato Segreto

Changing Character of Warfare from Antiquity to the Present Day (20h), Edward Stoddard

The End of Empires: Decolonization of Asia with comparative references to Africa and Latin America (20h), Wasana Wongsurawat

Crimes against Humanity, Genocide, and International Justice (20h), Mark A. Lewis

History of the Cold War (20h), Simon Miles

Totalitarian Ideologies and Dictatorships in Twentieth-Century Europe (20h), Roger Moorhouse

Russian Ideologies: The Last Two Centuries (from Pushkin and Karamzin to Dugin and Putin) (20h), Andrzej Nowak

Maritime History: the Mediterranean and Other Seas (20h), David Abulafia

Politics and Diplomacy in the Balkans from the Nineteenth Century to the Present (20h), Mark A. Lewis

The Making of Modern Ukraine: History, Independence and War (20h), Andrew Wilson

Between a Rock and a Hard Place: Central European Strategic Thought And Practice (20h), Sławomir Dębski

From the Greek Agora to the Ukrainian Euromaidan and War: the History of Ideas of Democracy in Europe (20h), Marek Aleksander Cichocki

Spies, Files (20h), Dennis Deletant

Flow and Friction along the Danube: Globalization and its Local Discontents (20h), Ger Duijzings

The Baltic Region from the Fall of the Soviet Union to the Enlargement of the EU and NATO (20h), Una Bergmane

Histoire et mémoire de la deuxième guerre mondiale à Poutine (20h), Georges Mink

Before the West: The Rise and Fall of Eastern World Orders (20h), Ayşe Zarakol

(EHC)

1 Climate Finance (10h), Katarzyna Szwarc

2 La règlementation des marchés en ligne (10h), Beatrice Dumont & Peter Holmes

3

Compact Seminars no ECTS

Simulation Games no ECTS

Cooperation with External Partners no ECTS

Study Trips 2 ECTS

Political Economy of International Trade –Tools and Practices (8h), David Luff & Paul Baker

4 Opportunity in Adversity: Moldova’s way to energy resilience (8h), Aura Sabadus

5 EU Space Agenda (8h), Rodolphe Munoz

6 The EU and Geopolitics of Technology (10h), Dominik Jankowski

The EU and Crisis Management in Practice (8h), Pierre Vimont

EU-Middle East Relations: Conflict, Peace and Security (10h), Dimitris Bouris

Terrorism and Hybrid Warfare in the EU and its Neighbourhood (8h), Tomas Jermalavičius

Central Asia as the EU’s Wider Neighbourhood: Power, Politics, and Foreign Policy (10h), Rico Isaacs

The Cultural History of Central Europe from Fin-de-Siècle to Totalitarianism (10h), Tomasz Pudłocki

The Economic Transformation of Central Europe since 1989 (10h), Marcin Piątkowski

Challenges of Multilateralism and Intelligence Cooperation (10h), Arndt Freytag von Loringhoven

Making International Climate Action Deliver (10h), Paul Watkinson

The Energy and Climate Transition in the European Union’s Neighbourhood – A Policy Lab on Eastern Europe and the Western Balkans (10h), Dirk Buschle

Investigative Journalism in the Southern Neighbourhood (8h), Rana Sabbagh

The EU and the Indo-Pacific (8h), Shada Islam Energy Security and Conflict in the EU’s Southern Neighbourhood (10h), Luca Franza

L’Etat post-colonial en Afrique à l’épreuve des politiques européennes de développement (8h), Véronique Dimier

7 The International Relations of Latin America and its Interaction with the EU (10h), Gian Luca Gardini

8 Geopolitics and Geoeconomics of the Arctic (8h), Nurlan Aliyev

9 Politics of Climate Change (10h), Michał Kurtyka

Sanctions and Economic Statecraft (10h), Maria Shagina

1 The Congress of Vienna 1814-15 (8h), Richard Butterwick-Pawlikowski

2 EU Energy Policy-Making in Practice (8h), Adam Guibourgé-Czetwertyński

Disinformation in Diplomacy (8h), Lukas Andriukaitis Energy and Climate in the Neighbourhood (8h), Luca Franza

3 NATO’s & the EU’s Response to War in Europe (8h), Thierry Tardy

1 Cycle of seminars with the EIB on energy and climate transition (7.5h)

2 Introduction to International Humanitarian Law (seminar organized in cooperation with the International Committee of the Red Cross - open to external participants) (17h), Elżbieta Mikos-Skuza

3 Workshops in history organized in cooperation with the Max Weber programme of the European University Institute

Study Trip modules / Voyages d’études (30h), Coordinator: Ewa Ośniecka-Tamecka; Professors: Georges Mink, Kataryna Wolczuk, Andriy Tyushka, Thomas Mayr-Harting, Pascaline Winand, Adam Łazowski & Patrycja Sasnal

Languages The Languages and Intercultural Dialogue Office of the College of Europe offers all students the possibility to improve their oral and written language skills in French, English, German, Spanish, Italian, Polish, Arabic, and Russian.

Colour Categorization

ECTS-awarding elements

Elements of the Academic Programme

Compulsory Courses, Core Courses, Specialist Courses, 1st semester Simulation Games

Elective elements - non-assessed - academic Contextual Courses, Compact Seminars

Optional elements - non-assessed - academic

Optional elements - non-assessed - skills-oriented

Master’s Thesis (ECTS-awarding) and academic methodology elements

Optional elements - non-assessed - external

Masterclasses

Workshops, 2nd semester Simulation Games

Master’s Thesis, Research Strategies and Tools, Master’s Theses Colloquia

Cooperation with External Partners

Study Trips (ECTS-awarding) Study Trips

Languages

Selection Rules for the 2nd Semester:

Languages

Students select a total of five (5) Core Courses and Specialist Courses within their chosen Major. The following rules apply:

- Students of all Majors need to select one (1) or two (2) courses from the list of Core Courses within their chosen Major.

- Students of the EPAP, EUW, and EUN Majors need to select one (1) or two (2) courses from the list of Core Courses and/or Specialist Courses of the EHC Major.

Students are obligated to select two (2) Compact Seminars within their chosen Major.

Simulation Games are optional. There is no limit on the total number of Simulation Games that can be taken by the students from the list available to them within their chosen Major. The Cooperation with External Partners modules are optional. There is no limit on the total number of these modules that can be taken by the students.

Two Study Trips, one in the first and one in the second semester, are organised in EU member states and neighbouring countries. Participation is obligatory for all students.

N.B.: For a more detailed description of rules attached to the selection of EIS academic programme elements, please consult the Dispositions particulières (Specific Provisions).

Version as of 19 June 2025

Approved by the Academic Council

STUDY TRIPS: ACADEMIC YEARS 2008/2009 – 2024/2025

Academic Year 2008/2009

12-20/10/2008 ‘EU and Turkey: Understanding Each Other’, Study Trip to Turkey (Istanbul)

07-15/10/2008 Study Trip to Ukraine (Kyiv and Lviv)

08-15/10/2008 Study Trip to Belgium (Brussels and Bruges)

Academic Year 2009/2010

04-11/10/2009 ‘The Long and Winding Road of Turkish Accession to the EU’, Study Trip to Turkey (Istanbul)

07-14/03/2010 Study Trip to Ukraine (Kyiv and Lviv)

07-14/03/2010 ‘The European Union after the Entry into Force of the Lisbon Treaty’, Study Trip to Belgium (Brussels) and Luxembourg (Luxembourg)

Academic Year 2010/2011

24-28/10/2010 ‘Turkey-EU Relations after the Turkish Constitutional Referendum’, Study Trip to Turkey (Istanbul)

13-20/03/2011 ‘Ukraine: Neighbourhood Policies as an Efficient Tool to Foster Reform’, Study Trip to Ukraine (Kyiv and Lviv)

27/02 – 04/03/2011 ‘EU External Policies under the Lisbon Treaty’, Study Trip to Belgium (Brussels)

27/02 – 04/03/2011 ‘European Governance and the Economic Crisis – Political, Legal and Economic Challenges”, Study Trip to Belgium (Brussels) and Luxembourg (Luxembourg)

Academic Year 2011/2012

23-27/10/2011 Study Trip to Turkey (Istanbul)

11-17/03/2012 ‘Ukraine and the EU – Understanding the Past and Mapping the Future’, Study Trip to Ukraine (Kyiv and Lviv)

12-16/03/2012 ‘Facing the Future: The EU and the Global Challenges’, Study Trip to Belgium (Brussels and Bruges)

12-16/03/2012 ‘The EU in 2012 – Overcoming the Crisis?’, Study Trip to Belgium (Brussels and Bruges)

Academic Year 2012/2013

31/10 – 04/11/2012 ‘Beating its Own Path – Turkey as an Independent Regional Power?’, Study Trip to Turkey (Istanbul)

03-09/03/2013 ‘Understanding Ukraine: Society on the Road towards the European Union?’, Study Trip to Ukraine (Kyiv and Lviv)

04-09/03/2013 ‘The European Union: Back on Track and Steering towards New Horizons?’, Study Trip to Belgium (Brussels)

Academic Year 2013/2014

20-26/10/2013 ‘Discovering the Baltic States: One Region, Three Stories’, Study Trip to Lithuania (Kaunas, Vilnius, Trakai), Latvia (Riga), and Estonia (Tartu, Tallinn)

17-23/03/2014 ‘The Remaking of Georgia in the EU’s Eastern Neighbourhood’, Study Trip to Georgia (Tbilisi)

16-22/03/2014 ‘Out There: The European Union’s Worldwide Engagement’, Study Trip to Belgium (Brussels and Bruges)

16-22/03/2014 ‘Let’s Talk Democracy: The EU and its Citizens in the Context of Economic Governance Reforms”, Study Trip to Germany (Frankfurt) and Belgium (Brussels and Bruges)

16-22/03/2014 ‘The Internal Market and the Citizens’, Study Trip to Belgium (Brussels) and Luxembourg (Luxembourg)

Academic Year 2014/2015

19-25/10/2014 ‘The Baltic States: Internal Changes, External Challenges’, Study Trip to Lithuania (Kaunas, Vilnius), Latvia (Riga), and Estonia (Tartu, Tallinn)

15-20/03/2015 ‘A new start for Europe? EU’s Revamped Attempts to Bring Prosperity Back to European Citizens”, Study Trip to Germany (Frankfurt) and Belgium (Brussels and Bruges)

14-21/03/2015 ‘Georgia and Armenia: Contrasting Approaches to Integration’, Study Trip to Georgia (Tbilisi) and Armenia (Yerevan)

15-19/03/2015 Study Trip to Tunisia (Tunis)

14-22/03/2015 ‘Neighbourhood – Quo Vadis? Transformations, Borders and Barriers on the Long Journey towards the European Union’, Study Trip to Ukraine (Lviv, Kyiv, Odesa) and Moldova (Tiraspol, Chisinau)

Academic Year 2015/2016

04-11/10/2015 ‘European Solidarities – Baltic Perspectives’, Study Trip to Lithuania (Vilnius), Estonia (Tallinn), and Latvia (Riga)

06-12/03/2016 ‘Power of the People: Remapping Democracy amid the Challenges of Migration, Governance and Geopolitics in Greece, Serbia and Hungary’, Study Trip to Greece (Athens), Serbia (Belgrade), and Hungary (Budapest)

05-12/03/2016 ‘Georgia and Armenia: The Quest for Statehood’, Study Trip to Georgia (Tbilisi) and Armenia (Yerevan)

06-13/03/2016 ‘European Civilisation – European Citizenship’, Study Trip to Ukraine (Odesa, Kyiv and Lviv)

Academic Year 2016/2017

16-22/10/2016 ‘Against All Odds: Transformation in a Time of War’, Study Trip to Ukraine (Kyiv and Lviv)

19-26/03/2017 ‘The Baltic and European (In-)Security Dilemmas’, Study Trip to Russia (Kaliningrad), Estonia (Tallinn and Tartu), and Latvia (Riga)

19-26/03/2017 ‘Central European Alternatives? Past, Present and Future in the Visegrád Countries’, Study Trip to Czech Republic (Prague), Slovakia (Bratislava), and Hungary (Budapest, Visegrád)

19-24/03/2017 ‘The EU’s Quest for (Renewed) Legitimacy’, Study Trip to Belgium (Brussels and Bruges) and Luxembourg (Luxembourg)

18-25/03/2017 ‘The Multi-faceted Dimensions of (In-)Security in Armenia and Georgia’, Study Trip to Armenia (Yerevan) and Georgia (Tbilisi)

Academic Year 2017/2018

01-06/10/2017 ‘Ukraine: Revolution, War, and Reform’, Study Trip to Ukraine (Kyiv and Lviv)

09-15/04/2018 ‘The Challenge of Coping with Complexity, Insecurity, and External Influences: Whither the South Caucasus?’, Study Trip to Georgia (Tbilisi) and Armenia (Yerevan)

09-15/04/2018 ‘A Post-War Reconciliation? The Western Balkans on the Way to the EU’, Study Trip to Serbia (Belgrade), Kosovo14 (Pristina), and North Macedonia (Skopje)

09-13/04/2018 ‘The EU in Crisis: Managing Instability, Seeking Opportunity’, Study Trip to Belgium (Brussels) and Luxembourg (Luxembourg)

09-15/04/2018 ‘After Hybridity: Rhetoric and Reality of Baltic and European Defence and Security”, Study Trip to Estonia (Tallinn, Tartu), Latvia (Riga), Russia (Kaliningrad), and Lithuania (Vilnius)

Academic Year 2018/2019

23-28/09/2018 ‘After the Euromaidan: Social Expectations, War and Reforms’, Study Trip to Ukraine (Kyiv and Lviv)

07-13/04/2019 ‘After Hybridity: Rhetoric and Reality of Baltic and European Defence and Security’, Study Trip to Lithuania (Vilnius), Latvia (Riga), Estonia (Tartu, Tallinn), and Finland (Helsinki)

07-12/04/2019 ‘Ever Closer or Growing Apart? The European Project at Crossroads’, Study Trip to Belgium (Brussels) and Luxembourg (Luxembourg)

07-13/04/2019 ‘The Rocky Road to Europe: Reconciliation, Reforms and Regional Cooperation in the Western Balkans’, Study Trip to Croatia (Zagreb), Serbia (Belgrade), and Bosnia and Herzegovina (Sarajevo, Mostar)

06-13/04/2019 ‘Continuity and Change: Revolutions and Reforms in Georgia and Armenia’, Study Trip to Georgia (Tbilisi) and Armenia (Yerevan)

07-12/04/2019 ‘Tunisia: Beyond Clichés’, Study Trip to Tunisia (Tunis) Academic Year 2019/2020

21-27/09/2019 ‘Security, Society and Economy in Contemporary Ukraine’, Study Trip to Ukraine (Lutsk, Kyiv and Lviv)

21-27/09/2019 ‘Galicia - A Laboratory of Myths”, Study Trip to Kraków and Lviv

29/03 - 03/04/2020 ‘Transforming Societies Managing Digital and Climate Transitions in Europe and Beyond”, Online Study Trip to Brussels

31/03 - 02/04/2020 ‘Jordan Beyond the Arab Spring: A Decade of Domestic and Regional Challenges’, Online Study Trip to Jordan

30/03 - 03/04/2020 ‘(Re-)Telling Western Balkans: Dealing with the Past, Consolidation of Democracy and EU Membership Perspective’, Online Study Trip to Serbia, Bosnia and Herzegovina, and Montenegro.

14 This designation is without prejudice to positions on status, and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.

Academic Year 2020/2021

20-25/09/2020 ‘Galicia – A Laboratory of Myths”, Study Trip to Kraków, Łańcut, Przemyśl and Rzeszów

20-24/09/2020 ‘Nysa: A New Borderland between Poland, Germany and Czechia’, Study Trip to Jelenia Góra, Liberec (Czech Republic) and Görlitz (Germany)

20-26/09/2020 ‘Coexistence in a Multicultural Mosaic of the Belarusian-Lithuanian-Polish Borderlands in Suwalszczyzna and Podlasie’, Study Trip to Sejny, Białystok, and Biebrza

27-30/04/2021 ‘Transforming Societies Managing Digital and Climate Transitions in Europe and Beyond’, Online Study Trip to Brussels

27-30/04/2021 ‘Ten Years after the Arab Uprisings: Geopolitics, Power and Order in the Middle East and North Africa’, Online Study Trip to the Middle East and North Africa

27-30/04/2021 ‘(Re-)Telling Western Balkans: Dealing with the Past and the Influence of Global Actors in the Region’, Online Study Trip to the Western Balkans

27-30/04/2021 ‘European Security in Cha(lle)nging Times: The Wider Baltics in the post-Crimea, post-Brexit and post-COVID-19 Security Constellations’, Online Study Trip to Lithuania, Latvia, Estonia and Finland

Academic Year 2021/2022

25/09 - 01/10/2021 ‘Galicia – A Laboratory of Myths’, Study Trip to Kraków, Łańcut, Przemyśl, Rzeszów and Lviv (Ukraine)

25/09 - 01/10/2021 ‘Nysa: A New Borderland Between Poland, Germany and Czechia’, Study Trip to Jelenia Góra, Wrocław and Görlitz (Germany)

26/09 - 02/10/2021 ‘Coexistence in a Multicultural Mosaic of the Belarusian-Lithuanian-Polish Borderlands in Suwalszczyzna and Podlasie”, Study Trip to Sejny, Białystok, and Vilnius (Lithuania)

01-06/05/2022 ‘Changing Security Landscape: NATO, EU and its Complex Neighbourhood’, Study Trip to Brussels and Luxembourg

02-07/05/2022 ‘Western Balkans: Seeking a New Momentum amid New Security Challenges’, Study Trip to Montenegro, Bosnia and Herzegovina, and Serbia

01-06/05/2022 ‘Western Balkans: Seeking a New Momentum amid New Security Challenges’, Study Trip to Montenegro, Bosnia and Herzegovina, and Croatia

02-07/05/2022 ‘Back to the Future: Russia’s War in Ukraine and All the Spectrum of Security Threats in Europe’, Study Trip to Latvia (Riga), Estonia (Tartu) and Finland (Helsinki)

Academic Year 2022/2023

25/09 - 02/10/2022 ‘Galicia – A Laboratory of Myths’, Study Trip to Kraków, Łańcut, Przemyśl, and Rzeszów

25/09 - 02/10/2022 ‘Coexistence in a Multicultural Mosaic of the Belarusian-Lithuanian-Polish Borderlands in Suwalszczyzna and Podlasie’, Study Trip to Sejny, Białystok, and Białowieża

25/09 - 01/10/2022 ‘The Many Silesias: Identities, Memories, Transitions’, Study Trip to Wrocław, Katowice, Opole, Cieszyn and Łódź

23-28/04/2023 ‘Europe in a Multi-Faceted International Security Context’, Study Trip to Belgium (Brussels and Mons)

23-29/04/2023 ‘Defence, Deterrence and (In)Security in the Nordic-Baltic Area’, Study Trip to Estonia, Finland and Sweden

24-29/04/2023 ‘Seeking a Momentum amidst New Security Challenges’, Study Trip to Montenegro and Bosnia and Herzegovina

Academic Year 2023/2024

24-30/09/2023 ‘Galicia – A Laboratory of Myths’, Study Trip to Kraków, Łańcut, Przemyśl, and Rzeszów

24-30/09/2023 ‘Coexistence in a Multicultural Mosaic of the Belarusian-Lithuanian-Polish Borderlands in Suwalszczyzna and Podlasie’, Study Trip to Sejny, Białystok, Białowieża, and Vilnius (Lithuania)

24-29/09/2023 ‘The Many Silesias: Identities, Memories, Transitions’, Study Trip to Wrocław, Katowice and Opole

22-26/04/2024 ‘Brussels: Europe in a Multifaceted Geopolitical Context’, Study Trip to Belgium (Brussels and Mons)

22-26/04/2024 ‘Nordic – Baltic: Defence, Deterrence and (In)Security in the Nordic-Baltic Area’, Study Trip to Estonia and Finland

22-26/04/2024 ‘Western Balkans: Seeking Momentum amidst New Security Challenges’, Study Trip to Bosnia and Herzegovina and Serbia

22-26/04/2024 ‘Western Balkans: Seeking Momentum amidst New Security Challenges’, Study Trip to Bosnia and Herzegovina and Montenegro

Academic Year 2024/2025

23-28/09/2024 ‘Galicia – A Laboratory of Myths’, Study Trip to Kraków, Łańcut, Przemyśl, and Rzeszów

23-27/09/2024 ‘Coexistence in a Multicultural Mosaic of the Belarusian-Lithuanian-Polish Borderlands in Suwalszczyzna and Podlasie”, Study Trip to Sejny, Białystok, and Biebrza

23-27/09/2024 ‘The Many Silesias: Identities, Memories, Transitions’, Study Trip to Wrocław, Katowice and Opole

27/04 - 01/05/2025 ‘Into the EU Southern Neighbourhood: Tunisia, where Heritage Shapes Aspirations and EU Relations’, Study Trip to Tunisia

28/04 - 02/05/2025 ‘Western Balkans: Seeking Momentum amidst New Security Challenges and Geopolitical Struggles for Influence’, Study Trip to Bosnia and Herzegovina and Serbia

28/04 - 02/05/2025 ‘Europe at War: Russia’s War of Aggression in Ukraine and the State of Defence, Deterrence and (In)Security in the Nordic-Baltic Area’, Study Trip to Estonia and Finland

NATOLIN FACULTY: ACADEMIC YEAR 2025/2026

As approved by the Academic Council of the College of Europe:

1. David ABULAFIA (UK), University of Cambridge

2. Alberto ALEMANNO (IT), HEC Paris

3. Nurlan ALIYEV (AZ), College of Europe in Natolin

4. Lukas ANDRIUKAITIS (LT), Digital Forensic Research Lab (DFRLab), Atlantic Council

5. Stefan AUER (AU), University of Hong Kong

6. Mustafa AYDIN (TR), Kadir Has University

7. Paul BAKER (UK), International Economics Ltd.

8. Catherine BARNARD (UK), University of Cambridge

9. Marek BELKA (PL), European Parliament

10. Una BERGMANE (LV), University of Helsinki

11. Luiza BIALASIEWICZ (NL), University of Venice

12. Steven BLOCKMANS (BE), Centre for European Policy Studies (CEPS)

13. Barbara BOBROWICZ (PL), College of Europe in Natolin

14. Dimitris BOURIS (GR), University of Amsterdam

15. Rémi BRAGUE (FR), Sorbonne University

16. Rasmus BRUN PEDERSEN (DK), Aarhus University

17. Dirk BUSCHLE (DE), College of Europe in Bruges, and Energy Community Secretariat

18. Richard BUTTERWICK-PAWLIKOWSKI (UK), College of Europe in Natolin

19. Jean-Pierre CABESTAN (FR), Hong Kong Baptist University

20. Maurizio CARBONE (IT), University of Glasgow

21. Jean-Pierre CASSARINO (FR), Research Institute on the Contemporary Maghreb (IRMC)

22. Joshua CASTELLINO (IN), University of Derby

23. Kathleen Anne CAVANAUGH (US), University of Chicago

24. Natalia CHABAN (NZ), University of Canterbury

25. Edward Hunter CHRISTIE (UK), Finnish Institute of International Affairs

26. Marek CICHOCKI (PL), College of Europe in Natolin, Collegium Civitas, Warsaw

27. Daria DAVITTI (IT), Lund University

28. Sławomir DĘBSKI (PL), Polish Institute for International Affairs

29. Dennis DELETANT (UK), Woodrow Wilson Center

30. Thomas DEMMELHUBER (DE), Friedrich-Alexander-University, Erlangen-Nürnberg

31. Véronique DIMIER (FR), Université Libre de Bruxelles (ULB)

32. Ger DUIJZINGS (NL), Regensburg University

33. Beatrice DUMONT (FR), College of Europe in Bruges

34. Christian EGENHOFER (DE), European University Institute

35. Theofanis EXADAKTYLOS (GR), University of Surrey

36. Luca FRANZA (IT), Edison Energia S.p.a.

37. Arndt FREYTAG VON LORINGHOVEN (DE), German diplomat

38. Stefan FRÖHLICH (DE), University of Erlangen-Nürnberg

39. Gian Luca GARDINI (IT), University of Udine

40. Keir GILES (UK), Chatham House

41. Grzegorz GORZELAK (PL), University of Warsaw

42. Marek GÓRA (PL), Warsaw School of Economics

43. Gustav GRESSEL (AU), European Council on Foreign Relations

44. Adam GUIBOURGÉ-CZETWERTYŃSKI (PL), Polish diplomat

45. Amel HAMMAMI (TN), College of Europe in Natolin

46. James HENDERSON (UK), Oxford Institute for Energy Studies

47. Anna HERRANZ-SURRALLÉS (ES), Maastricht University

48. Christophe HILLION (FR), University of Oslo

49. Peter HOLMES (UK), University of Sussex

50. Rico ISAACS (UK), University of Lincoln

51. Shada ISLAM (BE), New Horizons Project (NHP)

52. Dominik JANKOWSKI (PL), Permanent Representation of the Republic of Poland to NATO

53. Tomas JERMALAVIČIUS (LT), International Centre for Defence and Security (ICDS)

54. Jakub KALENSKÝ (CZ), COI Hybrid Influence

55. Anneli KIMBER LINDWALL (EE), EU NEIGHBOURS EAST

56. Ewa KRUKOWSKA (PL), Bloomberg News in Brussels

57. Michał KURTYKA (PL), Former Minister of Climate and Environment of Poland

58. Erwan LANNON (BE), Ghent University

59. Alexander LANOSZKA (CA), University of Waterloo

60. Sandra LAVENEX (CH), University of Geneva

61. Adam ŁAZOWSKI (PL), College of Europe in Natolin, University of Westminster

62. Mark A. LEWIS (US), City University of New York

63. Olivier LEWIS (US), Rabdan Academy

64. Ioannis LIANOS (GR), University College London (UCL)

65. Kerry LONGHURST (UK), Collegium Civitas, Warsaw

66. Christopher LORD (UK), The Centre for European Studies, University of Oslo

67. David LUFF (BE), Founding partner at “Appleton Luff”

68. Mario MARINIELLO (IT), Bruegel

69. Vicky MARISSEN (BE), Partner at EPPA

70. Angelo MARTELLI (IT), LSE European Institute

71. Benedicta MARZINOTTO (IT), University of Udine

72. Thomas MAYR-HARTING (AT), College of Europe in Natolin

73. Ayman Georges MHANNA (LB), Samir Kassir Foundation in Beirut

74. Andrew MICHTA (US), Scowcroft Strategy Initiative, Atlantic Council

75. Elżbieta MIKOS-SKUZA (PL), University of Warsaw

76. Simon MILES (US), Sanford School of Public Policy, Duke University

77. Lukas MILEVSKI (LV), Leiden University

78. Georges MINK (FR), College of Europe in Natolin

79. Jorg MONAR (DE), Former Rector of the College of Europe

80. Roger MOORHOUSE (UK), Royal Historical Society

81. Rodolphe MUNOZ (FR), European Commission, DG DEFIS

82. Youssef NASSEF (EG), United Nations Framework Convention on Climate Change (UNFCCC)

83. Andrzej NOWAK (PL), Jagiellonian University in Cracow

84. Olga ONUCH (UA/UK), University of Manchester

85. Ewa OŚNIECKA-TAMECKA (PL), College of Europe in Natolin

86. Marcin PIATKOWSKI (PL), Kozminski University

87. Maciej POPOWSKI (PL), Polish Institute of International Affairs

88. Philippe PORTIER (FR), Ecole Pratique des Hautes Etudes (PSL), Sciences Po Paris

89. Tomasz PUDŁOCKI (PL), Jagiellonian University in Cracow

90. Alan RILEY (UK), Atlantic Council, Energy Community

91. Kathy Jeanne ROUSSELET (FR), Sciences Po Paris

92. Jason ROZUMALSKI (US), College of Europe in Natolin

93. Aura SABADUS (LT), Center for European Policy Analysis (CEPA)

94. Rana SABBAGH (JO), Organized Crime and Corruption Reporting Project (OCCRP) in Sarajevo

95. Patrycja SASNAL (PL), Polish Institute for International Affairs (PISM)

96. Sylvain SCHIRMANN (FR), University of Strasbourg

97. Rupert SCHLEGELMILCH (DE), European Commission, DG Trade

98. Dieter SCHLENKER (DE), European University Institute

99. Tobias SCHUMACHER (DE), Norwegian University of Science and Technology (NTNU) in Trondheim

100. Luciano SEGRETO (IT), University of Florence

101. Maria SHAGINA (CH), International Institute for Strategic Studies (IISS)

102. Naveed SHEIKH (DK), University of Keele

103. Karen E SMITH (UK), London School of Economics and Political Science

104. Sebastian STEINGASS (DE), College of Europe in Natolin

105. Edward STODDARD (UK), University of Portsmouth

106. Richard SZOSTAK (CA), University of Alberta

107. Katarzyna SZWARC (PL), Warsaw School of Economics

108. Thierry TARDY (FR), Jacques Delors Institute

109. Jovan TEOKAREVIC (RS), University of Belgrade

110. Florian TRAUNER (AT), Vrije Universiteit Brussel (VUB)

111. Andriy TYUSHKA (UA), College of Europe in Natolin

112. Peter VAN ELSUWEGE (BE), Ghent University

113. Matia VANNONI (IT), King’s College London

114. Pierre VIMONT (FR), Carnegie Europe

115. Paul WATKINSON (UK), Advisor to the Minister of Climate Change and Environment of the UAE

116. Wolfgang WESSELS (DE), CETEUS, University of Cologne

117. Mikael WIGELL (FI), Finnish Institute of International Affairs

118. Andrew WILSON (UK), University College London (UCL)

119. Pascaline WINAND (BE), College of Europe in Natolin

120. Kataryna WOLCZUK (PL), College of Europe in Natolin

121. Wasana WONGSURAWAT (TH), Chulalongkorn University

122. Jillian C. YORK (US), European University Viadrina, Electronic Frontier Foundation

123. Francesco ZAMPIERI (IT), Naval Staff College

124. Ayşe ZARAKOL (TR), University of Cambridge

125. Joanna ZIÓŁKOWSKA (PL), Stockholm School of Economics

MAJOR EVENTS: ACADEMIC YEARS 2008/2009 – 2024/202515

Academic Year 2008/2009

01/10/2008

26/11/2008

Opening Ceremony of the Academic Year 2008/2009, Marcus Aurelius Promotion, with Guest of Honour Mr Hans-Gert Pöttering, President of the European Parliament

High-Level Visit of Mr Gordan Jandroković, Minister of Foreign Affairs of Croatia Keynote speech: ‘The experiences of the Republic of Croatia in the negotiations on the accession to the European Union’

24-25/03/2009 The third EU Internal Market Symposium

23/04/2009 Conference entitled ‘Marcus Aurelius: political theory and political practice’ in cooperation with the Collegium Artes Liberales, University of Warsaw and the Teologia Polityczna Annual Review

28/04/2009

Special Lecture by Mr Dirk Ahner, Director General, DG Regional Policy, European Commission, on ‘Regional policy of the European Union in the context of the social and economic cohesion’

13/05/2009 High-Level Visit by Ms Maria Asenius, Swedish State Secretary of European Union Affairs

17/06/2009 Closing Ceremony with the special participation of alumnus Mr Carsten Bermig Academic Year 2009/2010

07/12/2009

Opening Ceremony of the Academic Year 2009/2010, Charles Darwin Promotion, with Guest of Honour Mr Toomas Hendrik Ilves, President of the Republic of Estonia

11/02/2010 Conference ‘The EU after Copenhagen: Only leadership lost?’

01/03/2010 High-Level Visit of Ms Odile Quintin, Director General, DG Education and Culture, European Commission 19/03/2010 Conference ‘EU Policies towards Belarus: Results and Perspectives’

31/03/2010 High-Level Visit of Mr Egemen Bağış, Minister for EU Affairs and Chief Negotiator of Turkey with the European Union. Keynote speech: ‘Turkish membership: win case for Turkey, Europe and beyond’

22/04/2010 High-Level Visit of Mr Ilkka Laitinen, Executive Director of Frontex

Academic Year 2010/2011

06/12/2010 Opening Ceremony of the Academic Year 2010/2011, Albert Einstein Promotion, with Guest of Honour Mr Štefan Füle, European Commissioner for Enlargement and European Neighbourhood Policy

07/03/2011

High-Level Visit of Mr Kris Peeters, Minister-President of the Flemish Government. Keynote speech: ‘Flanders in Europe: Do we need more or less Europe?’

06/06/2011 High-Level Visit of Mr Abdullah Gül, President of the Republic of Turkey. Keynote speech: ‘Turkey’s vision with regard to the future Europe’

07/06/2011 High-Level Visit of Ms Jozefina Topalli, Chairwoman of the Parliament of Albania

16/06/2011 Closing Ceremony with Guest of Honour Mr Jerzy Buzek, President of the European Parliament

Academic Year 2011/2012

26/09/2011 High-Level Visit of Ms Androulla Vassiliou, European Commissioner for Education, Culture, Multilingualism, Youth and Sport. Keynote speech: ‘Challenges for Europe in the field of education and culture’

29/09/2011 Opening Ceremony of the Academic Year 2011/2012, Maria Skłodowska-Curie Promotion, with Guest of Honour Mr José Manuel Barroso, President of the European Commission

09/11/2011 Conference ‘Federalism, a way for Europe’ in cooperation with the Swiss Embassy and with special participation of the former President of Switzerland Mr Arnold Koller

10/02/2012 Conference ‘The EU and the Eastern Neighbourhood: The challenge of democratisation’

15 Due to the publication schedule, the 2025 events listed reflect the end of June cut-off date.

14/06/2012

Closing Ceremony with Guest of Honour Ms Marija Pejcinović-Burić, former Minister of the European Integration of Croatia. Keynote speech: ‘Enlarge the enlarged Europe’

Academic Year 2012/2013

01/10/2012

29/10/2012

05/02/2013

12/04/2013

Weimar Triangle Meeting. Meeting of the Ministers for European Affairs: Mr Piotr Serafin, Secretary of State for European Affairs of Poland; Mr Michael Link, Minister of State of Germany, and Mr Bernard Cazeneuve, Minister for European Affairs of France

Opening Ceremony of the Academic Year 2012/2013, Václav Havel Promotion, with Guest of Honour Mr Vladimir Filat, Prime Minister of the Republic of Moldova

High-Level Visit of Mr Alexander Stubb, Minister for European Affairs and Foreign Trade of Finland. Keynote speech: ‘The future of the EU: Is South-North the new East-West?’

High-Level Visit of Mr Mikheil Saakashvili, President of Georgia. Keynote speech: ‘The difficult path towards a Europe whole and free: Eastern Europe and Georgia at a crossroads’

22/04/2013 Lecture by Mr Ilkka Laitinen, Executive Director of Frontex, on ‘Frontex’s role and responsibility’

20/06/2013

14-28/07/2013

Closing Ceremony with Guest of Honour Mr Ivo Josipović, President of Croatia. Keynote speech: ‘Croatia and the EU: Facing new challenges’

High-Level Visit of Mr Günter Verheugen, former European Commissioner for Enlargement, in the framework of the Warsaw Euro-Atlantic Summer Academy (WEASA). Keynote speech: ‘Systemic transformations and European integration’

Academic Year 2013/2014

16/10/2013 Opening Ceremony of the Academic Year 2013/2014, Voltaire Promotion, with Guest of Honour Mr Bronisław Komorowski, President of the Republic of Poland

04/11/2013 High-Level Visit of Mr Thierry Repentin, Minister for EU Affairs of France. Keynote speech: ‘L’avenir de l’Europe’

11/04/2014

14/04/2014

High-Level Visit of Mr Iulian Groza, Deputy Minister of Foreign Affairs and European Integration of the Republic of Moldova Keynote speech: ‘Moldova’s European integration prospects, participation in the Eastern Partnership, and the current geopolitical situation in Eastern Europe’

High-Level Visit of Mr Simon Hughes, Minister of State for Justice and Civil Liberties of the United Kingdom Keynote speech: ‘Human rights for all Europe – Big battles still to win’

09/05/2014 Celebrations of the tenth anniversary of Poland’s accession to the European Union with Guest of Honour Mr José Manuel Barroso, President of the European Commission

05/06/2014 High-Level Visit of Mr Bülent Arinç, Deputy Prime Minister of Turkey. Keynote speech: ‘Turkey and the EU in front of global challenges’

18/06/2014

Closing Ceremony with Guest of Honour Mr Rafał Trzaskowski, State Secretary for EU Affairs at the Ministry of Foreign Affairs of Poland

Academic Year 2014/2015

28/10/2014

07-08/04/2015

29/04/2015

18/06/2015

Special Lecture by Prof. Joseph Weiler, President of the European University Institute in Florence, on ‘Sleepwalking again, the end of the Pax Americana 1914–2014’

International Conference ‘Breaking Empires, Making Nations? The First World War and the Reforging of Europe’ organised by the European Civilization Chair. The conference gathered speakers from Canada, France, Germany, Ireland, the Netherlands, Poland, Serbia, the UK, and the USA. Keynote lecture by Professor Sir Hew Strachan of the University of St Andrews: ‘The Ideas of 1914’

High-Level Visit of Mr Volodymyr Groysman, Chairman of the Verkhovna Rada of Ukraine

Closing Ceremony with Guest of Honour Mr Fathallah Sijilmassi, Secretary General of the Union for the Mediterranean

Academic Year 2015/2016

18/09/2015

24/09/2015

03/03/2016

High-Level Visit of Mr Michael Roth, State Secretary, Ministry of Foreign Affairs of Germany

Opening Ceremony of the Academic Year 2015/2016, Chopin Promotion, with Guest of Honour Mr Johannes Hahn, European Commissioner for Neighbourhood Policy and Accession Negotiations

High-Level Visit of Ms Ana Blazeska, State Secretary for European Union Affairs of the Former Yugoslav Republic of Macedonia16

16 As of 2019, the Republic of North Macedonia.

16/06/2016

20/06/2016

07/07/2016

09/07/2016

22-23/09/2016

Closing Ceremony of the Academic Year with Guest of Honour Sir Leszek Borysiewicz, Vice-Chancellor of the University of Cambridge

International Conference Three Ukrainian Revolutions (3R): ‘Revolutions, Maidans and protests in contemporary Ukraine. The current state of research and future directions’

Special Visit of Dr Karen Donfried, President of The German Marshall Fund of the United States (GMF) in the framework of the Warsaw Euro-Atlantic Summer Academy (WEASA)

High-Level Visit of the Hon. Madeleine K Albright, former US Secretary of State, in the framework of the Warsaw Euro-Atlantic Summer Academy (WEASA)

International Interdisciplinary Conference ‘The Fate of freedom in Eastern Europe: Autocracy – oligarchy – anarchy?’ organised by the European Civilization Chair. Keynote lecture by Prof. Robert Frost of the University of Aberdeen: ‘Liberty and self-government. The Polish-Lithuanian Union and the embodiment of the Renaissance Commonwealth’

Academic Year 2016/2017

26/10/2016 Opening Ceremony of the Academic Year 2016/2017, John Maynard Keynes Promotion, with Guest of Honour Ms Ivanna Klympush-Tsintsadze, Deputy Prime Minister of Ukraine

24/11/2016

28-29/11/2016

High-Level Visit of Mr Herman Van Rompuy, former Prime Minister of Belgium, President Emeritus of the European Council. Keynote speech: ‘Leadership in the European Union’

Academic Conference ‘Solidarity and Mercy’ co-organised by the Teologia Polityczna Annual Review, the National Center for Culture Poland, the Centre for French Culture and Francophone Studies of the University of Warsaw and the War Studies University in Warsaw

27/01/2017 High-Level Visit of Mr Alyn Smith, Member of the European Parliament. Keynote speech: ‘Scotland, a good news story for a troubled Europe’

27/01/2017 Special Lecture by Mr Edward Lucas, Senior Editor at The Economist, on ‘European journalism today and tomorrow’

13/02/2017 High-Level Visit of Mr Gilbert Saboya Sunyé, Minister of Foreign Affairs of the Principality of Andorra

27/02/2017 High-Level Visit of Mr Pat Cox, former President of the European Parliament

28/02 – 01/03/2017

International Symposium 3R: ‘Three Revolutions – Portraits of Ukraine’ organised by the European Civilization Chair and the Three Ukrainian Revolutions (3R) Project, with the participation of, inter alia, Mr Viktor Yushchenko, former President of Ukraine; Mr Aleksander Kwaśniewski, former President of Poland; Mr Pat Cox, former President of the European Parliament, and Mr Vyacheslav Kyrylenko, Deputy Prime Minister of Ukraine

14/03/2017 High-Level Visit of Mr Didier Reynders, Deputy Prime Minister and Minister of Foreign Affairs and European Affairs of Belgium Keynote speech: ‘The future of Europe’

16/03/2017

11/04/2017

25/04/2017

High-Level Visit of Mr Joaquín Almunia, former Vice-President of the European Commission and European Commissioner for Competition

High-Level Visit of Mr Andrei Galbur, Deputy Prime Minister of Moldova. Keynote speech: ‘Turning the Eastern Partnership into a policy of deliverables’

High-Level Visit of Ms Martine Reicherts, Director-General at the DG Education and Culture of the European Commission

14/06/2017 Closing Ceremony of the Academic Year 2016/2017, John Maynard Keynes Promotion, with Guest of Honour Ms Atifete Jahjaga, former President of Kosovo17

03-14/07/2017

High-Level Visit of Mr Jerzy Kwieciński, Minister of Investment and Economic Development of Poland in the framework of the Warsaw Euro-Atlantic Summer Academy (WEASA). Keynote speech: ‘Digital Community: Security, information and economy’

Academic Year 2017/2018

29/09/2017 Opening Ceremony of the Academic Year 2017/2018, Simone Veil Promotion, with Guest of Honour Mr Andrzej Duda, President of Poland

01-03/02/2018 International Conference ‘Rousseau, Europe and Poland: federalism-sovereignty-prosperity-patriotism” organised by the European Civilization Chair

17 This designation is without prejudice to positions on status, and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.

27/02/2018

High-Level Visit of Ms Atifete Jahjaga, former President of Kosovo.18 Keynote speech: ‘Peacebuilding and post-conflict reconstruction’

15-16/03/2018 High-Level Visit of Mr François Hollande, former President of France

16-17/03/2018

25/06/2018

International Symposium 3R: ‘Revolution, war and their consequences’ organised by the European Civilization Chair and the Three Ukrainian Revolutions (3R) Project, with the participation of, inter alia, Mr Arseniy Yatsenyuk, former Prime Minister of Ukraine; Mr Sviatoslav Shevchuk, Major Archbishop of the Ukrainian Greek Catholic Church, and Mr François Hollande, former President of France

Natolin Graduation Debate on the Future of Europe with Guests of Honour: Mr Mateusz Morawiecki, Prime Minister of Poland and Dr Wolfgang Schäuble, President of the German Bundestag. Moderated by Mr Ryan Heath, Political Editor at Politico

Academic Year 2018/2019

25/10/2018

29/11/2018

18/01/2019

28/01/2019

Opening Ceremony of the Academic Year 2018/2019, Manuel Marín Promotion, with Guest of Honour Mr Tibor Navracsics, European Commissioner for Education, Culture, Youth and Sport

International Conference on the occasion of the 20th anniversary of the signature of the Treaty of Rome establishing the International Criminal Court organised in cooperation with the Embassy of Belgium in Warsaw

International Conference ‘Religion and politics: The cult of Dionysus in the Graeco-Roman world’ co-organised with the Faculty of Humanities at the Cardinal Stefan Wyszyński University in Warsaw and the Teologia Polityczna Annual Review

High-Level Debate on ‘The future of the European Union’ with Ms Nathalie Loiseau, Minister for European Affairs of France and Mr Konrad Szymański, Minister for European Affairs of Poland

14/02/2019 High-level Visit of Ms Dhurata Hoxha, Minister for European Integration of Kosovo19

07/03/2019 Inauguration of The Zbigniew Brzeziński Memorial Lecture Series by the Hon Madeleine K Albright, former US Secretary of State

19/03/2019

28/03/2019

High-Level Visit of Mr Josep Borrell, Spanish Minister of Foreign Affairs, the European Union and Cooperation. Keynote speech: ‘Europe at a crossroads: A Spanish perspective’

International Conference ‘The Eastern Partnership 10 years after the Prague Summit: In search of new momentum’ organised by the European Neighbourhood Policy Chair with the participation of leading academics, think tankers, opinion shapers, EU officials and diplomats

29/03/2019 High-Level Visit of Mr Michel Barnier, EU Chief Negotiator for Brexit. Keynote speech: ‘Europe after Brexit’

25/06/2019

Natolin Graduation Debate on ‘The future of the Eastern Partnership’ with Guests of Honour: Mr Gela Bezhuashvili, former Minister for Foreign Affairs of Georgia; Mr Radosław Sikorski, former Minister for Foreign Affairs of Poland and Mr Borys Tarasyuk, former Minister for Foreign Affairs of Ukraine

Academic Year 2019/2020

11/09/2019

16-17/09/2019

02/10/2019

High-Level Lecture on ‘Ukraine’s political landscape’ by H.E. Stefan Gullgren, Ambassador of the Kingdom of Sweden to Poland

International Symposium 3R: ‘Five years after the Maidan: post-revolution evolution’, organised by the European Civilization Chair and the Three Ukrainian Revolutions (3R) Project, with the participation of Mr Pavlo Klimkin, former Minister of Foreign Affairs, former and current members of the Ukrainian Parliament: Mr Mykola Knyazhytskyi, Mr Nikita Poturayev and Mr Sviatoslav Yurash; and leading academics in the field of Eastern European and Ukrainian studies, including: Dr Yevhen Mahda, Dr Olga Onuch, Dr James Sherr, Dr Andrew Wilson and Dr Kataryna Wolczuk, among many other leading experts

Panel Discussion on European Defence Cooperation, with Mr Paweł Herczyński, Managing Director for CSDP and Crisis Response, Dr Jamie Shea, Professor of Strategic Studies at the University of Exeter, and Mr Robert Cooper, Member of the European Council on Foreign Relations

20/11/2019 Special Meeting with Mr Marian Turski, one of the few living survivors of Auschwitz-Birkenau

09/01/2020

Panel Discussion: ‘Migration – challenges and opportunities for the EU’ with Dr Małgorzata Bonikowska, President of the Polish Think Tank Center for International Relations, Mr Krzysztof Borowski, Head of the editorial and social media Team, Frontex, Mr Pablo Rojas Coppari, Migration and Freedom of Movement Advisor at the Organisation for Security and Cooperation in Europe (OSCE)

18 This designation is without prejudice to positions on status, and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.

19 This designation is without prejudice to positions on status, and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.

03/02/2020 High-Level Visit by Mr Margaritis Schinas, Vice-President of the European Commission

05/03/2020 Inauguration of the ‘Climate Transition Lecture Series’ by Ms Patricia Espinosa, UNFCCC Executive Secretary

Academic Year 2020/2021

21/10/2020 Opening Ceremony of the Academic Year 2020/2021, Mário Soares Promotion , with Guest of Honour Ms Sviatlana Tsikhanouskaya, Leader of the Democratic Belarus

15/02/2021 Climate Transition Lecture by Mr Michał Kurtyka , Minister of Climate and Environment of Poland and President of COP 24

08/03/2021 High-Level Debate on ‘Europe beyond COVID-19’ with Mr Clément Beaune, French Secretary of State for European Affairs

Academic Year 2021/2022

14/10/2021

Opening Ceremony of the Academic Year 2021/2022, Eliane Vogel-Polsky Promotion, with Guest of Honour Ms Olha Stefanishyna, Deputy Prime Minister for European and Euro-Atlantic Integration of Ukraine

15/10/2021 Special Meeting with Mr Marian Turski, one of the few living survivors of Auschwitz-Birkenau

05/11/2021 High-Level Lecture by Mr Herman Van Rompuy, former Prime Minister of Belgium, President Emeritus of the European Council

29/11/2021 Movie Screening of ‘Mr Jones’ and debate with Ms Agnieszka Holland, the movie director

09/02/2022 High-Level Lecture by Mr Stefano Sannino, Secretary General of the European External Action Service

01/04/2022 Address by Mr Rafał Trzaskowski, Mayor of the Capital City of Warsaw

13/04/2022 High-Level Discussion with Ms Natalia Gavrilița, Prime Minister of Moldova

Academic Year 2022/2023

13/10/2022 Special Meeting with Mr Marian Turski, one of the few living survivors of Auschwitz-Birkenau

25/10/2022 Opening Ceremony of the Academic Year 2022/2023, David Sassoli Promotion, with Guest of Honour Mr Stevo Pendarovski, President of North Macedonia

28/10/2022 Fireside Chat with Mr Milo Djukanovic, President of Montenegro

25/11/2022 Fireside Chat with Mr Lamberto Zannier, former Secretary General of the OSCE

02/12/2022

27/01/2023

27/03/2023

11/04/2023

High-Level Discussion with Mr Bujar Osmani, Minister of Foreign Affairs of North Macedonia

High-Level Discussion with Mr Volodymyr Zelenskyy, President of Ukraine, on the occasion of the Ukrainian Cultural Day

High-Level Lecture by Baroness Catherine Ashton, former High Representative of the European Union for Common Foreign and Security Policy

High-Level Discussion with Mr Charles Michel, President of the European Council

15/04/2023 Special Meeting with Ms Krystyna Budnicka (Hena Kuczer), Warsaw Ghetto Survivor

27/04/2023

High-Level Meeting with Ms Kaja Kallas, Prime Minister of the Republic of Estonia Academic Year 2023/2024

04/10/2023 Special Discussion with Mr Pierre Heilbronn, Special Envoy of the French President for Ukraine’s Relief and Reconstruction

06/10/2023

High-Level Lecture by Baroness Catherine Ashton, former High Representative of the European Union for Common Foreign and Security Policy

19/10/2023 Special Meeting with Mr Marian Turski, one of the few living survivors of Auschwitz-Birkenau

26/10/2023 Special Lecture by Mr Herman Van Rompuy, former Prime Minister of Belgium, President Emeritus of the European Council

31/10/2023 Special Debate on the Legacy of the Cold War with Mr Edward Lucas, Senior Adviser at the Centre for European Policy Analysis

22/01/2024 Zbigniew Brzeziński Memorial Lecture Series – Keynote Address by Mr Toomas Hendrik Ilves, former President of the Republic of Estonia

23/01/2024 Fireside Chat Discussion with Mr Borut Pahor, former President of Slovenia

15/02/2024 Keynote Address of the Academic Year 2023/2024, Madeleine Albright Promotion, by Ms Roberta Metsola, President of the European Parliament

27/02/2024

Students Roundtable Discussion within the Natolin Transforming Ideas on the ‘Future of the EU Single Market’, with Mr Enrico Letta, Former Prime Minister of Italy

04/03/2024 Visit of President-Minister of Flanders, Mr Jan Jambon

26/03/2024 Three Revolutions Project (3R): the symposium on ‘Ten years of Russia’s war against Ukraine – The long end of the post-Soviet era’

28/03/2024 Visit by Ms Olha Stefanishyna, Ukraine’s Deputy Prime Minister for European and Euro-Atlantic Integration

19/04/2024

High-Level Lecture on ‘Andorra: Global challenges, local opportunities’, by Mr Xavier Espot, Prime Minister of Andorra

Academic Year 2024/2025

02/10/2024

Fireside Chat with EU Ambassador Ms Katharina Mathernova on ‘The EU and its role in the Neighbourhood – A case study of Ukraine’

22/10/2024 The Jacques Delors Memorial Lecture, delivered by Mr Pascal Lamy, former WTO Director General

04/11/2024

13/11/2024

28/01/2025

03/02/2025

17/02/2025

18/02/2025

18/02/2025

21/02/2025

14/03/2025

Opening Ceremony of the Academic Year 2024/2025, Jacques Delors Promotion, with Keynote Speech by Guest of Honour Mr Luc Frieden, Prime Minister of the Grand Duchy of Luxembourg

Special Lecture on ‘Future of EU’s Neighbourhood and strategies for EU enlargement’ by Mr Jan Gert Koopman, Director General DG NEAR

High-Level Presidential Discussion with Mr Jakov Milatović, President of Montenegro

Natolin Transforming Ideas Roundtable Discussion on ‘EU economic security: What is at stake for young people?’ with Mr Maroš Šefčovič, European Commissioner for Trade and Economic Security

High-Level EU’s Neighbourhood and Enlargement Talk on ‘Kosovo makes strides towards European integration’ with Mr Besnik Bislimi, Deputy Prime Minister for European Integration of Kosovo20

High-Level EU’s Neighbourhood and Enlargement Talk with Ms Cristina Gherasimov, Deputy Prime Minister for European Integration of Moldova

High-Level Meeting on ‘Peace talks on the war in Ukraine’ with former US Special Representative for Ukraine Negotiations, Mr Kurt Volker

Special Lecture in the framework of the Natolin Transatlantic Partnership Forum on ‘NATO and its enlargement process: From successes and plans, to retreat and doubts’ by Mr Daniel Fried, former US Ambassador to Poland and Assistant Secretary of State for Europe

High-Level Talk with Mr Herman Van Rompuy, former Prime Minister of Belgium, President Emeritus of the European Council

25/03/2025 Special Discussion on the current situation of Ukraine with Ambassador of Ukraine to Poland Mr Vasyl Bodnar

26/03/2025 Special Meeting with Ms Krystyna Budnicka (Hena Kuczer), Warsaw Ghetto survivor

09/04/2025

25/04/2025

07/05/2025

High-Level Lecture on ‘Baltic security and the war in Ukraine’ by Mr Artis Pabriks, former Minister of Defence of Latvia

High-Level Speech ‘In the world, not of it: The Church’s mission and the common good in modern times’ by H.H. Pope Tawadros II, Pope of Alexandria and Patriarch of the See of St Mark, Leader of the Coptic Orthodox Church

Student-led High-Level Discussion with Mr Aleksander Kwaśniewski, former President of Poland

20 This designation is without prejudice to positions on status, and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.

ORGANISATIONAL SCHEME: COLLEGE OF EUROPE IN NATOLIN

Appendix no. 1 to the Resolution no. 25 of the Executive Board on 2 June 2017

Executive Board

Legal Service

Director of Finance, Development and Administration

Finance

Development

Development Project Service Fundraising

Human Resources

Administration

Vice-Rector

Student Affairs Vice-Rector’s Office

Communications and Recruitment

Languages

Library Careers Service

Events Service

Director of the Board’s Office

European Interdisciplinary Studies Department Board’s Office

Director of Studies

Academic Administration

European Civilisation Chair

European Neighbourhood Policy Chair

EVOLUTION OF STRUCTURE AND STAFFING: YEARS 2008–2025

VICE-RECTOR

EWA OŚNIECKA-TAMECKA 2007–present

Director of Studies

DOMINIK HANF

2007–2009 (part time)

ERWAN LANNON 2009–2011 (part time)

GEORGES MINK 2011–2013 (part time)

NANETTE NEUWAHL 2013–2015 (part time)

RICHARD BUTTERWICK-PAWLIKOWSKI (acting) 2015 (part time)

PASCALINE WINAND 2015–2021 (full time) 2021–present (part time)

Permanent Professor

ERWAN LANNON 2007–2009 (part time)

HANNES ADOMEIT 2009–2011 (part time)

GEORGES MINK 2011–present (part time)

Chairholder of the European Civilization Chair

BRONISŁAW GEREMEK 2005–2008 (part time)

JOÃO CARLOS ESPADA 2011–2013 (part time)

RICHARD BUTTERWICK-PAWLIKOWSKI 2014–2020 (full time)

GEORGES MINK 2020–2023 (part time)

RICHARD BUTTERWICK-PAWLIKOWSKI 2023–present (part time)

Chairholder of the European Neighbourhood Chair

TOBIAS SCHUMACHER 2012–2023 (part time)

KATARYNA WOLCZUK 2023–2024 (part time)

ADAM ŁAZOWSKI 2024–present (part time)

European Interdisciplinary Studies Department

Academic Coordinator of Operations

TOMÁŠ TATINEC 2016

JOANNA ZIÓŁKOWSKA 2018–2019

PAWEŁ PUJSZO 2019–2022

JOANNA ZIÓŁKOWSKA 2022–2024

NICOLAS NIZOWICZ 2024–present

Academic Administration

Academic Administrator

ANDREA DANGELMAYER-PIETRAS 2005–2008

MAŁGORZATA WIŚNIEWSKA 2008–2011

Head of the Academic Administration

MAŁGORZATA WIŚNIEWSKA

TOMÁŠ TATINEC

supported by 1 staff member 2011–2016

supported by 4 staff members 2016–2022

OLEKSANDR HLEBA supported by 4 staff members 2022–present

Academic Innovation and Development

Head of Project and Innovation Management

KONRAD DZIURDZIA 2019–2023

Erasmus+ Programme Coordinator

KONRAD DZIURDZIA 2023–present

Head of Innovation and Development

BARBARA BOBROWICZ 2019–2020

Head of the Natolin Innovation Lab

BARBARA BOBROWICZ 2020–2024

Director of the Analytics and Educational Innovation Office

BARBARA BOBROWICZ 2024–present

Head of the Strategic Partnerships and Development Office

PAWEŁ MICHALSKI 2024–present

Communications, Publicity, Marketing, and Recruitment

Senior Communications Officer

KALINA WALTENBERGER 2008–2011

Head of Communications and Languages

PAWEŁ BARTOSIK

Head of the Communications Office

supported by 2 staff members 2011–2013

RICHARD WASHINGTON supported by 3 staff members 2013–2015

Director of the Communications Office

RICHARD WASHINGTON supported by 3 staff members 2015–2018

Head of the Communications, Marketing and Recruitment Office

MATTIA FILIPPIN

Head of Marketing

MONIKA BIERWAGEN

Director of Publicity and Recruitment

supported by 5 staff members 2018–2022

supported by 2 staff members 2022–present

MATTIA FILIPPIN supported by 2 staff members 2022–present

Head of Communications and Cultural Programmes

JAKUB KUBICA 2022–2024

Head of Intercultural Communication

JAKUB KUBICA 2024–present

External Relations and Events

Senior Events Officer

KALINA WALTENBERGER 2008–2011

Events, Press and External Relations Coordinator

MAREK RYBAK 2011–2016

Head of the Events Service

MAREK RYBAK

supported by 1 staff member 2016–2019

Head of External Relations and Operations

PAWEŁ MICHALSKI 2019–2024

Head of the Vice-Rector’s Office

STANISŁAW KOSOBUCKI 2024–present

Student Affairs, Community, and Professional Development

Student Affairs Officer

PAWEŁ TOKARSKI 2006–2010

MAŁGORZATA ŚMIESZEK 2010–2011

DOROTA ŚWIĄTEK 2011–2013

WERONIKA BORUC 2014–2015

ZUZANNA ATANASOW 2015–2016

Head of the Careers Service

URSZULA RAPACKA 2014–2016

Head of the Student Affairs Office

MAŁGORZATA WIŚNIEWSKA

supported by 2 staff members 2016–2017

Head of Community and Professional Development

ŁUKASZ DOBROMIRSKI

supported by 1 staff member 2017–2021

Head of the Careers and Alumni Relations Office

ŁUKASZ DOBROMIRSKI 2021–2024

Advocate for Equality, Diversity and Inclusion

ŁUKASZ DOBROMIRSKI 2021–present

Head of the Student Affairs and Professional Development Office

ANIS ISSA 2021–present

Head of Personal Development

ŁUKASZ DOBROMIRSKI 2024–present

Languages and Intercultural Dialogue

Specialist for Improvement of Language Skills

KINGA CHMIELEWSKA-SAŁDAN

Head of Communications and Languages

PAWEŁ BARTOSIK

7 teachers, 5 languages 2004–2011 (English, French, Italian, Polish, Russian)

9 teachers and professors, 6 languages 2011–2014 (English, French, Italian, Polish, Russian, Spanish)

Head of the Languages and Intercultural Dialogue Office

MARTA WOJAKOWSKA

10 teachers and professors, 7 languages 2014–2024 (Arabic, English, French, Italian, Polish, Russian, Spanish)

WOJCIECH SOSNOWSKI (acting) 2024–present

Library

Head of the Library

WIKTOR POŹNIAK

supported by 4 staff members 2002–present

FINANCE, DEVELOPMENT AND ADMINISTRATION

Director General (Director of Finance, Development and Administration)

EWA OŚNIECKA-TAMECKA 2007–present

Director for Strategy

RICHARD WASHINGTON 2018–2019

Deputy Director General

RAFAŁ WIŚNIEWSKI 2020–2021

TOMÁŠ TATINEC 2024–present

Director of the Analytics and Educational Innovation Office

BARBARA BOBROWICZ 2024–present

Development and Executive Education Development Officer

MARIA ŻÓŁTOWSKA 2008–2011

Development Coordinator

MAŁGORZATA ŚMIESZEK 2011–2013

Head of the Development Office

MAREK TABOR 2018–2019

Head of the Executive Education Office

MAREK TABOR supported by 3 staff members 2019–present

Information and Communication Technologies IT Manager

JAKUB SZTYBER 2004–2012

Head of the Information and Communication Technologies Office

JAKUB SZTYBER supported by 3 staff members 2012–2020

Head of the Information and Communication Technologies Office

JAKUB SZTYBER 2021–2024

Personal Data Specialist

JAKUB SZTYBER 2021–present

Director of the ICT Office

JAKUB SZTYBER 2024–present Head of the Multimedia Unit

ROBERT SZCZEKUTEK 2024–present

Head of E-Learning Unit

TOMASZ KOWALCZYK 2022–present Responsable for Digitalisation

MATEUSZ BYRSKI 2022–present

Finance and Accounting Office

Chief Accountant

KRYSTYNA SUSFAŁ-FILIMONIUK supported by 3 staff members 2007–2014

RAFAŁ SOSNKOWSKI

supported by 5 staff members 2014–2016

Head of the Finance and Accounting Office / Chief Accountant

RAFAŁ SOSNKOWSKI

supported by 6 staff members 2016–present

Student Residences and Campus Maintenance

Head of the Residences

BARBARA KALINOWSKA

ANNA FASZCZEWSKA

supported by 12 staff members 2004–2019

supported by 11 staff members 2019–2024

Head of the Campus Maintenance and Technical Operations Unit

ROBERT DZIEWICKI 2024–present

Restaurant

Head of the Restaurant

STANISŁAWA GŁOWACKA

Head of the Student Restaurant

supported by 15 staff members 1994–2022

BEATA DAHLKE-WIKTOROWSKA 2023–present

Technical Service Administrator

KATARZYNA GURBIEL-CHOŁDZYŃSKA 2006–2011

Head of the Technical Service

MIROSŁAW SUCHARSKI

supported by 4 staff members 2011–2018

Head of the Multimedia and Technical Services Office

ROBERT SZCZEKUTEK

Head of the Infrastructure Unit

supported by 9 staff members 2018–2024

ZBIGNIEW WOLOSZUN 2024–present

The beautiful Natolin Palace surrounded by autumn colors.

COLLEGE OF EUROPE IN NATOLIN

ACTIVITY REPORT VOL. 2

EDITOR-IN-CHIEF

Ewa Ośniecka-Tamecka, College of Europe in Natolin

EDITORS

Tomáš Tatinec, College of Europe in Natolin

Judyta Fiedin, College of Europe in Natolin; independent editor and translator

Richard Washington, College of Europe in Natolin

Mattia Filippin, College of Europe in Natolin

PROOFREADER

Mateusz Byrski, College of Europe in Natolin

CONTRIBUTORS, COLLEGE OF EUROPE IN NATOLIN

Barbara Bobrowicz, Richard Butterwick, Oleksandr Hleba, Anis Issa, Paweł Michalski, Georges Mink, Nicolas Nizowicz, Wiktor Poźniak, Tobias Schumacher, Marek Tabor, Pascaline Winand, Marta Wojakowska

PUBLICATION COORDINATORS

Tomáš Tatinec, College of Europe in Natolin

Monika Bierwagen, College of Europe in Natolin

PHOTOGRAPHERS

Wiktor Bruchal, Józek Bujak, Mateusz Gzel, Agata Kapuścińska, Tomasz Marczak, Radosław Polak, Antoni Sobczyk, Wojtek

Wójcik, Michał Stańczyk and College of Europe in Natolin Photo Archive.

DESIGN

PUBLISHED IN POLAND BY:

College of Europe in Natolin

Ulica Nowoursynowska 84 02-797 Warsaw, Poland www.coleurope.eu www.natolin.eu

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of the College of Europe in Natolin.

PRINTED IN: October 2025

PRINTED BY: Argraf Sp. z o.o., Warsaw

EDITION: 800 copies

Please note: This Activity Report covers the timeframe between the academic years 2008/2009 and 2024/2025. Some sections may also refer to earlier years when the authors deemed that necessary in order to convey a broader perspective.

ISBN 978-83-63128-19-7 (print)

ISBN 978-83-63128-20-3 (pdf)

ISSN 3072-0931 College of Europe in Natolin Activity Report (Print)

ISSN 3072-094X College of Europe in Natolin Activity Report (Online)

© College of Europe in Natolin, 2025

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.