ISSN 2346-7827 The Institute for European Studies (IES) at Tbilisi State University, established in 2007 with support from the European Union through its local Delegation to Georgia under the TACIS project, has become a leading center for European Studies in the Eastern Partnership Region. The institute’s founding initiative was to launch the first interdisciplinary, interfaculty, English-taught Master’s Programme in European Studies in the region. This effort was realized with the collaboration of esteemed EU professors from the University Pierre Mendés France of Grenoble (France), the Centre for Public Reforms of Innsbruck (Austria), and the Panteion University of Social and Political Sciences of Athens (Greece). These partners played a crucial role in implementing student-centered teaching and learning methods, enabling the Master’s Programme in European Studies (MAES) to meet European quality standards in accordance with the Bologna Process. In 2011, the program received its first accreditation from the Ministry of Education and Science of Georgia, gaining significant appeal among both Georgian and international students. As the IES evolved, it became a hub for prominent academics and policymakers involved in EU-Georgia relations, setting the stage for its transformation into a center of excellence. This growth included expanding research activities and developing an interdisciplinary, structured Doctoral programme in European Studies, supported once again by the EU under the ENPI project through its Delegation to Georgia. Building on the success of these initiatives, the IES achieved another milestone with the implementation of the EU's Grant Project: "Establishment of Interdisciplinary doctoral Program in European Studies at Ivane Javakhishvili Tbilisi State University." The experts of the following universities participated in the establishment of the Doctoral programme in European Studies: Trinity college Dublin, University of Ljubljana, Central European University, London school of Economics, University of Graz. After the successful accreditation of the Doctoral porgramme, the IES founded the interdisciplinary scientific issue- Georgian Journal for European Studies in 2014, with the first issue published in 2015 (ISSN 2346-7827). This bilingual scientific Journal further solidified the IES’s role as a leader in the field, providing a platform for scholarly discourse and research in European Studies. Rooted in the four faculties of Tbilisi State University—Law, Economics and Business, Social and Political Sciences, and Humanities—the IES has capitalized on partnerships with both local and international academic circles and the Committee on European Integration of the Parliament of Georgia. These collaborations have propelled the institute to new heights, enabling the realization of numerous international and local projects. The IES vision, "Embrace Europe in Georgia," encapsulates a dual commitment: to disseminate European values throughout Georgian society and to contribute to the intellectual development of the country by offering high-quality education aligned with European standards. This vision supports the Georgian government’s efforts to build human capacity for deeper integration into the EU. Guided by this vision, the IES is determined to evolve into a Centre of Excellence in the Eastern Partnership region. It aims to become a reliable partner of Western academic institutions, establish itself as an expert in European Studies research, and align with EU standards. The institute is also dedicated to fostering a continuous flow of qualified experts and facilitating public dialogue within Georgian society, thereby transforming the EU-Georgia discourse into effective policymaking.
Georgia, as the nation of the ‘associated trio’, recently was granted a clear ‘European perspective’, which transformed the country’s long-lasting pro-EU aspirations into a tangible result of extension of European Enlargement Policy towards the Eastern Partnership region. The unprovoked invasion and aggressive war launched by Russia in Ukraine triggered a need across the Western countries for a ‘paradigm shift’ in global approaches, which created for Tbilisi a unique chance to take the steps towards EU membership. At the same time the pressure has increased to keep the pace for the speedy democratic transformation and for the establishment of the rules based order, where the trust of the public in democratic institutions is increased. EU actorness had always been strong in Georgia, however, these developments broadened further its scope and presence in the country.
Copyright (c) 2024 Georgian Journal for European Studies
MAIN CHARACTERS OF THE EU DEFENSE AND SECURITY POLICY WITHIN THE CURRENT REALITIES
The main purpose of the research is to analyze the European Defense and Security Policy, decision-making instruments, and processes. In the historical context, there are reviews of how the Europeans shaped their defense and security policies. Furthermore, there are described in detail some important historical events that have made a significant contribution to the development of the EU's total Defense and Security Policy, as well as the history and activities of the European Councils. We consider the history, goals, and objectives of the European defense and security policy, the global security strategy, foreign relations, and a security policy, as well as the essence of the European security and defense policy, threats, and the EU involvement in several spheres of the security sectors. The scientific novelty of the research lies in Understanding the scientific methodological foundations in a new way, is studied in-depth, and analyzing in detail the history of the development of the EU defense and security policy and the main priorities of the organization in this field in the modern period.
EU, Defense, Security, Crisis Management, Foreign Policy
Copyright (c) 2025 Georgian Journal for European Studies
The Effects of the Energy Liberalization Process in the European Union: An Evaluation of the EU Energy Policy and Legislation towards Environmental Protection and Consumer Welfare. Literature review
This paper is a literature review, which explores the liberalization of the EU energy market, with a focus on its impact on consumer welfare, environmental protection, and the role of the Court of Justice of the European Union (hereinafter CJEU) in shaping energy policy. The study examines the historical evolution of energy liberalization, including the significant legal frameworks and policies that have shaped the EU’s energy sector. The analysis reveals the complex interplay between market liberalization, environmental sustainability, and competition, highlighting the challenges of balancing these competing objectives. The impact of some CJEU rulings, particularly in the context of competition law and state aid, is explored to illustrate how EU institutions have navigated tensions between cost reduction, market efficiency, and environmental protection. Furthermore, the paper discusses enforcement and compliance issues, noting that while EU competition policy has contributed to market development, there remain significant challenges in ensuring consistent application of environmental standards. The conclusion reflects on the ongoing difficulty of achieving an optimal balance between consumer benefits and environmental goals in an increasingly complex geopolitical and regulatory landscape.
EU energy market, Liberalization, Consumer welfare, Environmental protection, Competition, CJEU rulings
The article discusses the crisis formed in the relations of Georgia and Ukraine following the invasion of Ukraine by Russia in February of 2022. Particular reasons for the deterioration of ties between Tbilisi and Kyiv have been emphasized in the paper. Despite the fact that the two countries share no border, and the Soviet Union was the only factor which pulled the countries together, positive relations between Georgia and Ukraine was visible from the start, after the break of the Soviet Union. Developing the positive relations was also a result of the desire to be more independent from Russia, as well as, closer toward the Western institutions such as the EU and NATO, which developed the friendship of the countries into a strategic partnership later. In the article, there is also a discussion on the military cooperation of Georgia and Ukraine; the participation of Ukrainian volunteers at the war in Georgia’s occupied region of Abkhazia and vice versa – military engagement of Georgian volunteers at the Ukrainian “Anti-terrorist Operations”. (Lugansk, Donetsk). Additionally, the research emphasized in this case as well, that the reason of tension in the relation was the factor of Russia. The Government of Georgia did not exacerbate the already tough relations with Russia and with its over diplomatic announcements, left the particular trace on the quality of cooperation with Ukraine, lasting till today.
Georgia, Ukraine, Russia, West, Geopolitics
EU-Georgia Relations and Democratization: An Analysis of Reforms and Challenges
The main goal of this paper is to study the influence of the European Union (hereinafter EU) on the ongoing democratization process in Georgia. Through a detailed study of the existing strategic partnership and integration efforts between Georgia and the EU, the paper analyses how the EU became a catalyst for significant political, economic, and societal reforms in Georgia. This paper will discuss the main areas of reforms – political governance, rule of law, electoral integrity, and anti-corruption measures, to assess their impact on the development of Georgia's democratic governance and integration into the European community. The role of the EU in promoting the country's ongoing democratization processes is evident. However, the paper also deals with the complexities and challenges of Georgia's integration into the European family. These challenges include national sovereignty, economic dependence, gaps in the implementation of obligations undertaken by Georgia under various agreements discussed in the paper, and socio-cultural incompatibility, which emphasizes the unique nature of Georgia's integration. Based on various sources, including policy documents, evaluations of international organizations, and analysis of academic literature, the study offers a balanced perspective on Georgia's achievements and challenges along the said path. This paper also discusses the strategic importance and benefits of bilateral cooperation between the EU and Georgia for both sides and the potential for future cooperation. Because Georgia's European integration is its strategic choice, this paper contributes to the deep understanding of the transformative impact of EU involvement on Georgia's democratization process.
European Union, Georgia, European integration, democratic reforms, judicial independence, electoral reforms, anti-corruption measures, social development
Anti-EU Propaganda in Georgia: Analysis of Mass Media Sources
The purpose of this paper is to reveal the key tendencies of the anti-EU propaganda in Georgia in 2021 based on the analysis of two pro-Russian media agencies (Saqinformi and Georgia and the World). In recent years the strengthened relations between the EU and Georgia resulted in the increased flow of the anti-EU propaganda disseminated especially by the Kremlin-supported mass media. This paper is aimed at identifying the main themes and tools employed against the EU in Georgia along with the extent to which the strategies of the two media agencies coincide/differ from each other. The paper is based on an analysis of articles from the two media sources, which revealed diverse strategies of propaganda used against the EU and the attempt to shape the negative perception of the EU in Georgia. The relevance of this study stems from the attempt to study the anti-EU propaganda as a distinct component of the broader category – anti-Western propaganda and to identify the strategies that media agencies employ in order to affect the EU image in Georgia.
propaganda, EU, Georgia, Kremlin propaganda, pro-Russian media
Religion’s Role in Foreign Policy: The Georgian Orthodox Church’s Attitude towards European Integration and Minorities
Since its independence in 1991, the Georgian Orthodox Church has become an integral part of both the country and Georgian identity in Georgia. It is considered the most trusted institution in the country according to opinion polls today and many experts attributes this to the fact that the Georgian Orthodox Church has assumed the role of the protector of Georgian national identity throughout different periods in history (Gegeshidze & Mirziashvili, The Orthodox Church in Georgia’s Changing Society, 2021) (Gegeshidze, et al., 2017). In addition to this popularity, the Georgian Orthodox Church has a special constitutional status in the country which gives several important privileges to conduct its religious and economic activities. However, this public popularity and autonomous status enjoyed by the Georgian Orthodox Church allows the Church to express its views on many political issues and involved in political agenda. In this context, this case-study aims to find out the historical significance of the GOC, why the GOC is deeply rooted in Georgian national identity, the influence of the GOC on social and political issues in the country, and finding out to which extent the GOC’s views are compatible with Georgia’s European reform process using qualitative research methods. To this end, the study utilizes a wide variety of primary and secondary sources to describe the phenomenon observed in Georgia. Finally, the results of this study are important in terms of understanding the church-state relations in Georgia, showing what the Church can do to protect its interests and what obstacles the Church’s views can create in Georgia’s European integration process.
The Attitude to the EU Integration of EthnicAzerbaijani Women of Georgia
Since the early years of independence, Georgia’s foreign and domestic policies have been primarily focused on achieving European integration. Substantial reforms are necessary in nearly every field, as well as public support for the EU’s development and a greater knowledge of European values, in order to fulfil the undertaken obligations. The importance of European integration and cooperation, as well as the opportunities they bring, should be understood by every member of society, including women and minorities. The paper analyses the factors that influence attitudes towards the EU integration of ethnic Azerbaijani women in Georgia. The study’s primary research question is how knowledge of the official language, education, innovation, and activism influence attitudes towards the EU integration of ethnic Azerbaijani women of Georgia, and activism was used as a mediator variable between state language knowledge and attitudes towards EU integration. A total of 380 people participated in the survey. The poll was conducted in a hybrid fashion, with the questionnaire being delivered in regions of Georgia (Marneuli, Gardabani, Bolnisi, and Dmanisi), where the ethnic Azerbaijanis compactly live, in June 2022. A structural equation model (SEM) via Smart PLS was used to analyse the data and check the hypotheses. The research found a significant positive relationship between attitudes to EU integration and education on EU-related issues, knowledge of state language, innovation, and activism. Furthermore, it was confirmed that activism mediates the relationship between state language knowledge and attitudes towards EU integration. Therefore, the study recommends the enlargement of the minority integration programs in the regions, primarily directing the grants for programs that increase minority women’s activism. In addition, regional Civil Society Organisations’ (CSO) involvement in minority issues and training in minority languages are advised.
Attitude to the EU integration, activism, SEM, SMART-PLS, ethnic Azerbaijani women, minority
Shaping of the EU Foreign Direct Investment Policy and Legal Framework: The Latest Developments
The Lisbon Treaty provided the European Union (the “EU”) with exclusive competence in the field of foreign direct investment, as part of the EU common commercial policy. Early on, concerns were raised as to the exact scope and consequences of this new EU exclusive competence, including with respect to its effect on existing BITs of the Member States. One other challenge related to transferring the given competence to EU was related to settlement of disputes arising out of the new generation of the BITs, which issue could be resolved either by EU’s potential access to the International Centre for Settlement of Investment Disputes (ICSID) or by introduction of an alternative dispute resolution forum. Since 2015 the European Commission has been working on the establishment of the Multilateral Investment Court (the “MIC”) as a major departure from the system of arbitration-based investor-to-state dispute settlement procedure. As compared to the arbitral tribunals, which are sometimes perceived as insufficiently transparent and predictable, the MIC will offer a higher degree of transparency and consistency in solving investment disputes. A decade after the entry into force of the Treaty of Lisbon, the transfer of direct foreign investment into EU’s exclusive competence seems to be a well-founded and economically justified decision, considering relevant indicia, benefitting all the relevant stakeholders in this field.
EU, foreign direct investment (FDI), Bilateral Investment Treaty (BIT), Multilateral Invest- ment Court (MIC), Georgia
საქმე C–402 და 415/05 ფ იასსინ აბდულლაჰ კადი და საერთაშორისო ფონდი ალ ბარაქაათ საბჭოსა და კომისიის წინააღმდეგ
Copyright (c) 2017 Georgian Journal for European Studies
THE LEGAL NATURE OF JUS COGENS IN CONTEMPORARY INTERNATIONAL LAW
Almost forty years I have been watching developments taking place in international law doctrinal approaches and activities of international and domestic judicial bodies referring to interna onal jus cogens, the concept of which had emerged during the work of Interna onal Law Commission (ILC) (1963-1966) on the ar cles of the law of trea es, later embodied in the Vienna Conven on on the Law of Trea es. It can be easily noticed that unlike the previous period (1963-1980), contemporary judicial and dip- lomatic practices contain many references to jus cogens. Indeed, while working on this topic the ILC had to base its judgments on purely doctrinal contributions contained in publications or submitted papers by international law experts and comments made by the States, because there had not been a single judicial case on this subject matter. Despite of this fact, the ILC had managed to oﬀer a well-elaborated draft on the issue of peremptory norms (jus cogens) resulted in Articles 53 and 64 of the Vienna Convention on the Law of Treaties. At the first glace it seems, that we had been witnessing progressive events aimed at further developing of the concept based on practical cases and pragmatic doctrinal suggestions interpreting these cases. Unfortunately, I cannot share such an optimistic view, because contemporary approaches ignore the real legal notion, that had been formed during the centuries beginning from the ancient time. The main mistake, in my understanding, consists in misunderstanding of the core of the legal notion of jus cogens. Jus cogens has nothing in common with the legal notion of violation (breach) of international law, that is, it deals only with the international law-making process, since every rule of international law cannot be violated by States, even if it has a character of jus dispositivum allowing States to change a legally binding rule. Only international jus cogens norm cannot be changed by the States inter se, if it is recognized and accepted by the international community as a whole as a norm, any derogation from which (to make a diﬀerent legal rule) by states is forbidden.1 I would not touch upon these, in my understanding, wrong approaches, which ignore this specific character of jus cogens, having nothing in common with the deeds of the States and is concerned with the content of a new rule which is supposed to be established by the individual States in their mutual relations. That is why I decided to remind the international community and authors of contemporary doctrinal and judicial approaches the events of 1960s while the International Law Commission was drafting the Articles 53 and 64. (The more detailed and comprehensive analysis of contemporary approaches will be oﬀered in a special publication).
EUROPEAN UNION ’S LEGAL LANDSCAPE AND ARTIFICIAL INTELLIGENCE
The aim of this article is to analyze the European Union (EU) legal landscape in the context of artificial intelligence (Al) and highlight how it is evolving to deal with the dynamic discipline. The exercise becomes important in the wake of growing relevance of Al in economy. Though scholars continue to evaluate the existing legislative framework in the sense whether it can accommodate issues arising out of advancing Al, it is not doubtful that reforms and changes would have to be introduced in order to regulate Al for the benefit of all stakeholders. The most important question in this regard becomes what principles would guide Al policy and law making.
Artificial Intelligence, European Union, Regulation, Law, Economy
Copyright (c) 2019 Georgian Journal for European Studies
POST-SECOND WORLD WAR FEDERALISM IN THE EUROPEAN COMMUNITY AND ITS RECENT IMPULSE: HISTORICAL ANALYSIS
The article investigates whether it is conceivable to construct a new federal model for the modern European Union on the basis of circumstances after the Second World War. The article also clarifies the rise of the European Union which had formed into a new style of confederation constructed to fit the European realities. Some scientists proposed that in the late twentieth century Europe was “in the midst of a paradigm shift from a world of states, modeled after the ideal of the nation-state developed at the beginning of the modern epoch in the seventieth century, to a world of diminished state sovereignty and increased interstate linkages of a constitutionalized federal character”. The sources of this paradigm shift could be situated at the end of the Second World War; however, its broad and conclusive character was not completely accepted until the breaking down of the Soviet Union. The truth of this significant change is not that states are collapsing but rather that the state system is acquiring a new measurement which is currently starting to cover and overcome the system that prevailed through the modern period. The “federalist uprising” was not limited to advanced federations but rather integrated a variation of several federal arrangements constructed to accommodate internal divisions.
European Union, Federation, confederation, integration, cooperation, model.
THE FIRST DEMOCRATIC TRANSITIONS IN GEORGIA
The article is dedicated to the first democratic transformations in Georgia. This period covers 1918-1921 years when Georgia not only separated from the Russian Empire and declared independence, but for the first time in its history fully liberated from the feudal system and formed a modern European type legal state. It was in this period that democratic reforms were implemented in the state, economic and social sphere, which is the subject of the article. In the research the author overviews all the important democratic reforms that have become the predecessor of modern Georgia.
Transitions, Zhordania, Social-democracy, Political, Secularism
ASSESSMENT OF LEARNING OUTCOMES AT DOCTORAL LEVEL: HIGHLIGHTS FROM THE EXPERIENCE OF THE PHD PROGRAMME IN EUROPEANSTUDIES AT IVANE JAVAKHISHVILI TBILISI STATE UNIVERSITY
The article aims at contributing to the discourse related to the quality assurance in higher education institutions at the third cycle of education via highlighting the developments related to the elaboration of the assessment mechanism of learning outcomes at the Doctoral level in European Studies programme at Ivane Javakhishvili Tbilisi State University (TSU). An accreditation /reaccreditation pressures -including the great scrutiny of learning outcomes by accreditors -as an external driving force aimed at, , influencing the enhanced use of the assessment results for the continuous improvements of the programme and the involved stakeholders’ success levels, are duly emphasized. While the Įrst part outlines the programme assessment as a broader process imposed and guided mostly through existing regulatory framework, the second part is dedicated to the reŇections around the tools and strategies of assessment of clearly articulated learning outcomes of the programme which are aligned with the outcomes of the proposed courses and other components of the programme. This latter part stands as a unique case study based on the generalized data generated and aggregated at the Institute for European Studies of TSU during past five years of implementation of a Doctoral programme in European Studies.
European Studies, Doctoral programme, assessment, learning outcomes, Ivane Javakhishvili Tbilisi State University
Ways of Implementation of Problem-Based Learning in Academic Writing Course
Writing in the higher education environment is one of the basic skills, which on the one hand is related to a complex cognitive process and on the other hand requires practical work experience. Thus, teaching academic writing is a complex task that requires consideration of aspects of analysis, synthesis, evaluation, critical thinking, text structuring, production, research, responsibility, managing the writing process, and discipline specificity. Consequently, the academic writing course and the corresponding learning process should be planned so that the student simultaneously develops writing, research, and critical thinking skills, increases subject competence, and works independently and in a group. This goal can be achieved if a blended approach is introduced in the teaching of academic writing and the principles and strategies of both problem-oriented learning, process-oriented writing, and collaborative learning are considered. The purpose of the paper is to discuss the characteristics and advantages of problem-based learning in teaching academic writing. In the second part of the paper, a specific task related to the issues of multilingual education is discussed. Stages of task performance are presented, and relevant strategies and activities are analyzed. Accordingly, the paper has a methodological character and practical significance.
academic writing, problem-based learning, process writing, cooperative learning, teaching methods
Paradigm Shift, From the Instructive Mode Towards Learning (Synopsis of the article written in Georgian Language)
The primary aim of the present article is to review innovative teaching strategies, and look into the ways one should apply them in the learning process to improve student engagement and learning. The intent to innovate in the classroom should always consider how such innovation can improve learning outcomes. The goal of teaching is to promote learning. The strategies we deploy are to promote learning. Trying out different strategies in the classroom is an iterative process to help us promote learning more effectively and successfully. This article is based on the review of the course syllabus, which is aimed for the PhD researchers of the interdisciplinary Doctoral programme in European Studies at TSU.
Teaching Politics to the Students with Multidisciplinary Background with Innovative Methods
Paper researches various teaching methods tested into practice for increasing the engagement of the students. Teaching ‘Principles of Democratic Governance’, which is basically introduction to politics, as a core course across various Georgian universities offered to the students with multidisciplinary background, proved to be a challenge. Therefore, I have tested several alternative teaching methods as a response to this challenge. The Problem-Based Learning Method appeared to be the most successful as it includes a group working during classes and acts as an icebreaker for the students with the different knowledge and experience. The learneroriented method is giving students puzzles or problem and gives independent, free space to research the topic and solve it. Another efficient method is simulation, especially to teach theories of the international relation with of negotiations and Hobbes Game. Watching movies (mostly documentaries), reading literature and holding discussions proved fruitful to teach topics like totalitarian regimes. Debates on certain chapters for instance: Political Ideologies or Human Rights - appeared to be a road towards better understanding of above-mentioned topics. Alternative teaching methods give opportunity of the objective evaluation as well, in the case of the PBL the lecturer/facilitator is actively monitoring the process and in the case of necessity asks in depth questions to check up on the work of the student during learning time. To evaluate objectively different activities are finalized with the essays with clearly determined components of assessment. The experiments have been proved successful across various universities in Georgia and it is recommended to include this course as at least as an optional in the curriculum of the TSU Bachelor’s programme in European Studies.
Introduction to Politics, Teaching and Learning Methods, Problem Based Learning (PBL) in Practice, Games and Simulations methods in Practice, Students with Multidisciplinary Background,
INNOVATIVE FINTECH TECHNOLOGIES AT EDUCATIONAL INSTITUTIONS
FinTech (Finance Technology), as leading financial innovation all over the world, attracts attention not only from the business (for profit increasing) and governmental sectors (for regulation) but also from the academia to fill the possible gap in the market. However, the balance is still needed to be found because of a serious mismatch in FinTech experts supply and demand, not only on the business but also on the academic side. As a developing country with quite a recent boost in FinTech, Georgia has great potential to become a regional hub but is limited in specific areas necessary in this direction. Thus, given research is focused on FinTech specifics and the development of FinTech curriculum for the Georgian academic institution.
Alternative Financing; Curriculum Designing; Education.
SOME ASPECTS OF TEACHING METHODOLOGY FOR THE POPULATION COURSE
The article is devoted to the problems of teaching methods of the population course at the university across various programmes including the MA programme at the TSU Institute for European Studies. There are discussed the main components and organization of the teaching process of the ‘population’ course. The current problems of demographic policy in the countries across various regions of the world and their reflection in the educational process of the university are also studied. An important prerequisite for the economic, intellectual, and political development of any region is the demographic factor as an independent fundamental component of society. The population acts as the main producer and consumer of spiritual and material goods. At the same time, it is the main driving force of economic development, the physical, intellectual and spiritual basis of society. For the development of territories of any scale (from global to local) the study of the functioning of the demographic system of the population with all its characteristics and accumulated experience and information is a necessary component of building a strategy for further socio-economic development. Leading Master programme students to the profound comprehension of the mentioned issues requires application of effective teaching methods that will be discussed in the article.
Effective teaching methods; Population course; Demography; Master programme Students.
EFFECTIVE TEACHING METHODS FOR EU FUNDAMENTAL RIGHTS LAW
This article discusses the teaching methods used for the EU Fundamental Rights Law course offered by the author at the BA programme of Institute for European Studies at Ivane Javakhishvili Tbilisi State University. The article also aims at providing an assessment of the effectiveness of those methods. One of the underlying assumptions of the current analysis is that the teaching methods, such as student- centered teaching, demonstration and written commentary on the court decisions bear great importance in the process of teaching the human rights law. The student-centered teaching method differs from the teacher- centered teaching method. More specifically, this method implies an active involvement of the students, rather than listening to the lecture or writing an essay. Some examples of this kind of approach include debates, group activities, and role-playing games. The demonstration method makes it easier for students to better understand the issue and helps them to memorize new material easily. As for the commentary on the court decision, in the form suggested by the author, is innovative to the Georgian law schools, as it is an analogy of the practice introduced by the French universities2. By applying this method, a student develops the skills of legal writing and argumentation, critical analysis, and a proper understanding of court decisions. The methods described above perfectly meets the purpose of the course, which is building practical skills along with theoretical knowledge when it comes to specializing in human rights protection in the EU.
EU Law; Fundamental Rights Law, Teaching Methods, Student-centered Teaching, Demonstration Method, Commentary on the Court Decision
USING INNOVATIVE TEACHING AND LEARNING METHODS IN TEACHING EUROPEAN STUDIES IN GEORGIA
European Studies have been taught in the Georgian universities across the country for almost two decades. As a result, there is a vast range of pedagogical practice in this area. Nevertheless, teaching European Studies has never been an easy exercise due to teacher-oriented, rather than student-oriented teaching. This was further exacerbated by the Covid-19 pandemic when a face-to-face component of teaching was reduced to no or very limited forms of direct communication. More and more faculties in Georgia realize in a slow and painstaking manner that course activities in European Studies should be held by a mixture of teaching and learning methods designed for the groups with various backgrounds, using the opportunities offered by modern technologies. Indeed, despite existing challenges in teaching European Studies, interactive and innovative ways of learning, including by incorporating technology and game-based learning platforms and applications such as Kahoot and Quizlet, allow a more balanced approach, facilitate an interesting and engaging learning experience, develop necessary skills, and ensure the achievement of the course and program goals. This paper looks at these innovative teaching and learning methods and tools that, although widely used in European and U.S. respectable universities, only now start to emerge in Georgia’s high education institutions. In particular, it looks at the author’s experiences in teaching European Studies in Georgia, and offers relevant recommendations.
Innovative teaching methods, teaching European Studies, Georgia
SOCRATIC METHOD AS A KEY PEDAGOGIC TOOL IN TEACHING INTELLECTUAL PROPERTY LAW
Socratic Method has been widely used in teaching practice since the creation of academia. For the purposes of our research, we refer to Socratic Method as a dialogue between teacher and student, as well as dialectical and critical analysis of each topic, by means of questions. Accordingly, we will represent an overview of the origin of Socratic Method and its basic elements. Our research basically refers to the relevance of the Socratic Method for contemporary studies, namely while teaching Intellectual Property law. The forms of using Socratic Method have been changed according to the development of technology (i.e. online lectures and seminars, widely used during the recent years). Intellectual Property law is a field of legal studies which basically deals with the technological developments and novelties, in general. On the other hand, there are several controversial topics in the Intellectual Property law, which need to be analyzed by via Socratic Method - using dialectical and critical approach. The author of the research has to share several practical observations in this regard.
Socratic Method, Dialogue, Questions, Intellectual Property, Critical Analysis, Technology
APPLICATION OF MODERN TEACHING-LEARNING METHODS IN DISTANCE LEARNING (BASED ON AN EXAMPLE OF LECTURE COURSES ON GENERAL AND PRACTICAL ASPECTS OF POLITICAL AND LEGAL RELATIONS BETWEEN GEORGIA AND THE EUROPEAN UNION)
Covid pandemic, existing security risks, the need to save resources and time, and other circumstances made development of the distance learning important. The purpose of this article is to discuss the possibilities of using modern teaching-learning methods for distance learning. The issue is presented through the examples of courses on general and practical aspects of political and legal relations between Georgia and the European Union. The use of the distance group learning method is shown on the example of working on a presentation regarding visa-free travel and movement of citizens between the EU and Georgia. The topic of role-playing teaching is discussed through the modeling of the work of the EU-Georgia Association Council, and the use of the case study method is presented on the example of one of the sectoral reforms envisaged by the EU- Georgia Association Agreement. The problem-based learning method is discussed by using the topic of strategic communication against anti-Western propaganda. Special attention is paid to the possibilities of solving problems related with distance learning. In all topics, attention is paid to promoting the development of critical thinking and creativity. Increasing students' interest and participation in the learning process is considered as one of the approaches. Evaluation difficulties and practical experience of solving them are discussed as well. The main conclusions of the article are: the use of modern methods in distance education is associated with more difficulties than the use of traditional methods in the same circumstances; The development of electronic technologies and a creative approach allow us to overcome almost all problems of distance learning; EU- integration related practical experience is useful for new teaching and learning methods, as it helps to properly plan and manage related communications.
TEACHING THE EUROPEAN UNION LAW AND RELATED DISCIPLINES IN GEORGIA: THE APPLIED TEACHING METHODS AND ANTICIPATED LEARNING OUTCOMES
The article overviews the innovative teaching methods used at the Institute for European Studies of Ivane Javakhishvili Tbilisi State University, as well as the targeted skills and learning outcomes, while teaching the European Union law and other related disciplines by the author (International Investment Law and European Union; Correlation of Public International Law and European Union Law; International Dispute Settlement in the European Union, and etc.). It is argued that the contemporary educational system shall not limit itself with traditional teaching approaches and it shall give due regard to the realities of the 21st century in order to equip its graduates with the necessary skills and knowledge. On the other hand, article also maintains that many contemporary teaching methods have in its cores the centuries-old traditions, by making references to the legacies of the greatest educators of all time. Author further reflects on her personal experiences and challenges in teaching the European Union law in Georgia, considering that Georgia is not a member state of the European Union yet. In this regard, the author shares her thoughts on finding balance between teaching the European Union law based on the classic legal textbooks and teaching it in the way, which would be useful for Georgian students to benefit from the acquired knowledge and skills in their future careers.
Innovative teaching methods, Learning Outcomes, EU Law, TSU European Studies Programs
STRATEGIZING THE INTEGRATION OF THE EFFECTIVE TRADITIONAL AND INNOVATIVE PEDAGOGIC METHODS AS PART OF THE PROCESS OF THE DEVELOPMENT OF THE JEAN MONNET UNDERGRADUATE PROGRAMME IN EUROPEAN STUDIES AT IVANE JAVAKHISHVILI TBILISI STATE UNIVERSITY
This article reviews the context and some of the most important aspects of the process of the development of the new undergraduate programme in European Studies at the Institute for European Studies (IES) of Ivane Javakhishvili Tbilisi State University (TSU). The action was financed by the EU within the frames of Erasmus+ Jean Monnet project ‘EUStBA’. This support became a game-changer in terms of enabling the meaningful participation of the large circle of stakeholders during the different phases of project implementation. Once we had set in train the project of completing our efforts in the building of the European Studies education at all three cycles of education, the initiatives in this field rapidly came to be viewed within the framework of the institutional development and self-sustainability strategy. This action facilitated not only establishment and accreditation of the new undergraduate programme, but also synergized well with the upgrade of the TSU Institute for European Studies across the range of vast spectrum of issues, which ended up in the second mandatory reaccreditation of Master’s programme and successful finalization of the long negotiations on two double degree programmes. The working package on the effective amalgamation of the traditional and innovative Teaching Methods was another important dimension across the various phases of the ‘EUStBA’ project implementation. This sub- action made sure that the content of the new undergraduate programme reaches its most important audience in an efficient manner. Hence, the second part of this article discusses the role of the ‘EUStBA’ project in mainstreaming the elaboration of a coherent and a purpose-driven strategy, which was aimed at incorporation effectively of traditional and innovative teaching methods in the Undergraduate and graduate programmes of IES. The activities aimed at teaching and learning the EU from the perspective of four different disciplines at Ivane Javakhishvili Tbilisi State University was indeed a challenging endeavor that paved the way for the successful outcome in the accreditation process of the newly developed Undergraduate programme in European Studies.
Undergraduate Programme in European Studies, Development of the Programme, Accreditation, Incorporation of the effective traditional and innovative Pedagogic Methods in the curriculum
EVOLUTION OF THE SCHOLARSHIP ON THE TELEOLOGICAL METHOD OF LEGAL INTERPRETATION BY THE COURT OF JUSTICE OF THE EU: SOME OF THE MOST PROMINENT VOICES REVIEWED2
This paper reviews in a chronological order two seminal works of the distinguished authors from a considerably rich scholarship dedicated to the teleological method of legal interpretation of the CJEU. The purpose is to highlight how the research on this subject evolved over time. Writing extra-judicially, the authors of the reviewed papers are Advocate General Nial Fennelly as well as the Vice-President of the Court of Justice of the European Union Koen Lenaerts and the Legal Secretary at the Cabinet of the Vice-President José A. Gutiérrez-Fons, which once read together takes the shape of a thought-provoking dialogue and gives a profound insightful insight from inside the Luxembourg Court about the place of teleological interpretative method in 90s and almost a decade later.
Methods of legal reasoning, CJEU/ECJ, teleological interpretation, normative significance of the method, combined application of legal interpretative methods
THE RIGHT TO SAFE AND HEALTHY WORKING CONDITIONS: REGULATION AND IMPLEMENTATION OF OCCUPATIONAL SAFETY AND HEALTH IN GEORGIA (EXAMPLE OF THE CONSTRUCTION INDUSTRY)
In 2019, after years of deregulation and continuous criticism by international partners and labour rights advocates, Georgia initiated occupational safety and health (OSH) policy reform by adopting a statutory law on OSH and strengthening the mandate of labour inspection to bring it in compliance with the standards of International Labour Organization (ILO). In its Human Rights Protection Action Plan (2018-2020), Georgian government defined promotion of safety culture at work as its main labour rights policy goal. While regulatory changes recently enacted formally comply with international standards, in construction and mining industries the number of injuries and deaths remains high. This article focuses on discrepancies between Georgia’s OSH regulation and implementation on the example of construction site, as a workplace with increased risk. The research identifies and analyzes challenges the employers, workers’ representatives, and health and safety specialists face, and evaluates the role of the state in promotion of positive OSH culture among all stakeholders. The analysis includes OSH legal overview and is based on the results of interviews conducted with the parties involved in implementation on site.
construction safety, law on occupational safety and health, labour rights, safety culture
ACCESS TO HIGHER EDUCATION AS A MEANS OF REHABILITATION FOR PRISONERS: THE CASE OF GEORGIA
Higher education plays a vital role in the development of individuals and increases chances of employment. Proper attention needs to be paid to providing prisoners with the correct facilities to obtain higher education since they represent one of the most marginalized groups and their rehabilitation is of great importance to prevent recidivism, promote their full resocialization, and strengthen their employment opportunities. This study aims to explore the compatibility of the Georgian legislative framework regarding the prisoners’ right to higher education with the international standards as well as the current situation and challenges in Georgian prisons. Based on a combination of qualitative research, more specifically, case studies, and existing scholarship on the topic, as well as reports of the authoritative international and local public and/or third sector organizations, the study shows that access to higher education is an essential need for convicted persons in Georgia. Even though Georgia’s legislative framework regulates some aspects of ensuring access to higher education, its availability is restricted only to limited types of institutions. Moreover, there is a scarcity of prisoners engaged in higher educational programs, which indicates the deficiency of practical mechanisms. The study also reveals that the budget allocated by the state for the education of inmates compared to the overall funds envisaged for higher education is substantially meager, which is utterly insufficient to implement high-quality educational programs. The study provided legal research of the existing national legal framework from the perspective of existing international universal and regional standards and obligations, which was provided in the context of a theoretical framework aimed at outlining the importance of higher education in lockups.
access to higher education, rehabilitation, convicts, prisons, Georgia.
SOCIAL INTEGRATION OF ETHNIC AZERBAIJANI WOMEN IN GEORGIA
The social integration of ethnic minorities is essential for every democratic state. For Georgia, an ethnically diverse country that sees integration into the Euro-Atlantic space as its primary political priority and follows the EU association agreement, it is crucial to protect the human rights and gender equality of minorities. From this point, a study of minority groups who are at the intersection of different identity and a group affiliation defining factors – ethnicity, religion and gender – is particularly important. This paper focuses on the social integration of Georgian Azerbaijani women, representatives of the country’s largest ethnic minority group, who are compactly settled mainly in Marneuli, Bolnisi, Dmanisi, and Gardabani municipalities of the Kvemo-Kartli region. Using data from secondary sources, this paper considers participation, knowledge of the state language, social networks, and intermarriage – the widely used dimensions of integration of minorities in a society – and finds that the integration level of ethnic Azerbaijani women in Georgian society is low. The endogenous and exogenous factors responsible for the low integration are discussed. The paper concludes that the social integration is a two-way process and requires mutual efforts both by the majority society and the group under study.
Gender, Georgia, European integration, Social integration, Ethnic minority, Intersection