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The Bologna Process represents the most significant extensive reform of higher education in Europe. The particular aspects of the Bologna Process still incite critical evaluations as regards the successfulness of its implementation. The theoretical part of the paper analyzes the fundamental principles defined in the Bologna Declaration, requirements and critical views of the Bologna Process, as well as the relevant research conducted on this issue used for the comparative analysis. The introduction of the Bologna Process into the Serbian university education has initiated numerous changes, the increase of the student mobility being the most striking one. The empirical part of the paper focuses on the study of the following problem: the manner in which students of social sciences and humanities perceive the Bologna Process fifteen years after its implementation into the Serbian university education. Consequently, the subject matter of the research is the observation and description of students' attitudes to this phenomenon with the purpose of acquiring relevant information "firsthand." The achievable objective of the presented research reviews the context and condition of the Bologna Process during 2019/2020 academic year and its feasible improvements, which can contribute to comparative study of similar researches in the time of the pandemics. The specific research tasks include the study of the Bologna requirements, attitudes to the Bologna Process, benefits and restrictions of this reform, and particularly the attempt to suggest the improvement of the Bologna Process realization from the perspective of students of social sciences and humanities. The research sample consisted of the Bachelor students of social sciences and humanities from the Faculty of Philosophy in Niš (N=150). The survey technique and the scaling technique with a rating scale questionnaire were used (BOL-JM-JOZ). The questionnaire had five closed-ended questions, while the Likert scale was comprised of 23 items. The test of the instrument consistency proved its reliability. The obtained results were shown by the chi square test, which proved a statistically significant difference in the respondents' answers as regards the year of study, p<0.05. The main factors were extracted from the assessment scale by the application of the factor analysis. These factors examined the students' perceptions of the Bologna Process, comparing the answers provided by the students of the first, second, third and fourth year of study of social sciences and humanities, p<0.05.

The principal objective of this study was to profile qualitative research in social sciences through a comprehensive examination of 10,637 documents. An analysis on how scholars from central/peripheral countries included in the qualitative research citations/publications is presented. Central/peripheral distinction is used to determine the trends in the globalization of qualitative research. With the comprehensive examination, this paper will shed light on the discussion of the patterns of globalization in qualitative research. Science mapping technique among bibliometric methods was employed. This paper is based on studies that published in journals that use the English word/term "qualitative" in their titles. The data for this study encompassed 10,637 documents published between 1995 and 2019 by 16,884 authors. Our findings reveal that qualitative research continue to be mostly North America- and Europe-centered initiatives. A similar situation is also observed for the most cited publications and the affiliated institutes of their authors. The studies focus primarily on the individuals' self and social experiences, social psychology, and their knowledge, attitude, and behaviors in education. The most cited publications and the institutions with the highest number of publications are all North America- and Europe-centered. Another finding is that six of every 10 qualitative research are about medical sciences.

This paper studies how the concept of "Diversity, Equity & Inclusivity" (DE&I) has been instrumentalised "in lieu" of effective policies to tackle racism and racial inequity in Higher Education and in particular in Library and Information Science (LIS). The author takes stock of the research output devoted to this topic in Social Sciences and Humanities (SSH) in order to ascertain European LIS's involvement in it or lack thereof. The paper analyzes the results of a preliminary qualitative survey of some European LIS scholars on how racially and ethnically "diverse" their departments and student population are.

The ageing European population is driving the demand for age-friendly communities that support older individuals' health and well-being. As communities navigate this transition, Transition Design emerges as a promising approach for addressing complex social and environmental challenges. This study explores the potential of Transition Design to create age-friendly communities in Europe. Drawing on examples from several European countries, this paper describes the key principles of Transition Design and how they can be applied to the development of age-friendly communities. This article highlights the importance of participatory processes in involving older people and other stakeholders in the design process, and discusses the role of technology in creating more accessible and inclusive environments. It also considers some of the challenges of implementing a transition design approach in a European context. In conclusion, this study asserts that Transition Design offers a promising approach for creating sustainable, inclusive, and responsive age-friendly communities. [ABSTRACT FROM AUTHOR]

This paper offers insights into Critical Education in the context of Southern Europe and the Mediterranean region. It delves into various significant key issues such as rhythms of life and congenial educational systems, the contributions of Southern Europe and the Mediterranean to learning, knowledge, and the social sciences, as well as the pressing matters of environmental sustainability and migration. [ABSTRACT FROM AUTHOR]

[Display omitted] This paper proposes an introductory review of the historical evolution of urban stormwater management, as well as of current trends, challenges, and changes of paradigm. It reminds us first that most of the existing urban stormwater infrastructures in developed cities are based on the modern urban sewer systems developed in the second half of the 19th century in Europe. They have been built and for decades managed almost solely by urban sanitation and water specialists, relatively independently of other technical services and, more generally, of other stakeholders in cities. They contributed significantly to public health and fast conveyance of stormwater outside the cities. However, at the turn of the 1970s, it became evident with increasing urbanisation that they also had drawbacks: artificialisation of soils, reduction of aquifer recharge, pollution of surface water and ecological impacts, etc. The paper indicates how new concepts and paradigms thereafter emerged to manage stormwater by means of more sustainable and integrated approaches, aiming to solve the problems engendered by the previous approaches. This integration embraces more and more disciplines and issues, far beyond the traditional field of urban water engineers and specialists. The paper attempts to explain the need for this evolution, making urban stormwater management more much complex, dealing and interacting with ecology, biodiversity, bioinspiration, architecture, landscape and water values, citizens' well-being, history, culture, and socio-economic aspects. [ABSTRACT FROM AUTHOR]

This article provides an introduction to the 20th Anniversary Special Issue of the Journal of Classical Sociology. It begins with some brief observations on the key developments that have shaped the disciplinary core of sociology over the past decades. It goes on to reflect on the role of classical sociology in Europe and beyond, drawing attention to its continuing presence in British and Anglo-American intellectual circles. Far from existing in a bubble of academic ivory towers, the paradigms emerging from disputes in the social sciences in general and in sociology in particular are profoundly shaped by wider historical trends – notably those influenced by different forms of collective action, as illustrated in the impact of social movements on the university sector in the late 1960s. In light of recent calls for 'the decolonization of academia', we ask to what extent sociology can, and should, strive to go beyond the hegemony of the 'Western' canon. Having given a succinct overview of the 20-year history of JCS, we elucidate the different formats of the material published in the journal, stressing the importance of editorial flexibility. On a more substantive note, we point out that the thematic scope of the work published in JCS has been wide-ranging and inclusive – not only because of its editors' broad conception of 'classics' and 'classicality', but also because of the interdisciplinary spirit permeating the journal. This commitment, as we explain, manifests itself in the wide range of thinkers and topics discussed – from a multiplicity of perspectives – in the journal. We also grapple with noteworthy challenges posed by the academic publishing industry in the early 21st century, including the difficulties arising from peer-review processes. Finally, we express our gratitude to those who have contributed to this 20th Anniversary Special Issue and emphasize the journal's commitment to defending the legacy of classical sociology. [ABSTRACT FROM AUTHOR]