摘要：The epochal paradigm shift, from input-centered to student-centered education, which in the last decades progressively penetrated the sequence of all educational levels from primary school to tertiary education, is experiencing a tumultuous and highly non-linear implementation process at university level. The general process regards huge numbers of people, whether actors or stakeholders, and its duration can hardly be predicted or even envisaged. Nevertheless, several related area processes, both at a macro and at a micro level are steadily in progress. In the present issue we present a number of successful micro-level initiatives and processes as well as the problematic messages which come from a fresh attempt to monitor the extent of the macro-process in the European area.
