How Is Higher Education Structured in Europe?

I’d like to share my thoughts on the structure of master’s studies, not just in Poland but across Europe. It’s quite different from the American approach, where required courses are minimal. And studies focus on projects rather than endless tests and exams.

This encourages creativity, unlike Poland’s system that often steers students towards selecting a set number of classes and enduring a slog of formula memorization and disconnected tasks. According to Bell (2010), The Clearing House, project-based learning builds critical 21st-century skills, including creativity and problem-solving, that traditional exam-driven instruction does not.

Now, as I embark on my master’s journey, I’m finally starting to feel more like myself. My creative spirit and ideas are thriving, leading to well-received thesis work, solid publications, and collaborations on various projects.

It’s a stark contrast to the past four years. Back then, I felt uneasy watching praise go to those who simply memorized and regurgitated. Many of them could not compose a coherent paragraph.

Meanwhile, seeing knowledge as a reservoir from which one can draw relevant concepts at will has made absorbing information easier. Concepts that once seemed overwhelming are now understandable and even enjoyable.

What Is the Polish Higher Education System Like?

However, the Polish system overlooks those with hands-on skills and practical abilities, treating students more like living encyclopedias. According to Kokotsaki, Menzies and Wiggins (2016), project-based learning works best when students get real autonomy and support.

Imagine the system had asked me to study quantum elements in consciousness theory and qubit information transfer. I’d have mastered Quantum Mechanics in a week.

But instead, the system focuses on rote memorization and exam performance. According to Rawlings and Cutting (2024), Educational Psychology Review, many scholars argue that standardized assessments and rote learning constrain children’s creative development.

I’m not saying anything groundbreaking here. Systems designed for the majority of exam-focused students will always overshadow the creative minority. The creative path demands dedication, while the system often nudges Polish youth into conformity.

If education were project-oriented rather than exam-based, it would be less stressful, more informative, and foster real scientists. According to Freeman and colleagues (2014), active learning raises STEM exam scores and cuts failure rates. Yet, such a change seems unlikely.

What Freedom of Expression Do We Still Have?

Still, we have the freedom to express ourselves and use unconventional methods. And I plan to make the most of it.

By the way, pursuing a master’s degree or working on other projects in an unconventional way is much like a writer’s work. It requires discipline, taking breaks, and capturing those fleeting moments of inspiration.

Countless rituals emerge when writing. They range from drinking copious amounts of your favorite tea or coffee to hourly sit-ups for a burst of energy.

The process involves multitasking — typing with one hand, doing breathing exercises with another, while maybe having dinner on the stove. It’s a mix of chaos and creativity.

Every writer has their unique habits. I found an article in Polityka that explores the quirky behaviors and routines of great writers when they work. I recommend it, too.