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Prospects of Education for Development in the Context of the Bologna Process Guidelines and the Role of Stress in the Academic Adjustment of University Students

In this paper the authors discuss the issue of the implementation of the Bologna process and the quality of education with regard to the role of stress in student academic achievement. They identify possible sources of stress in the process of studying by relying on the relevant research. In particular they are focused on the role and the relationship between stress and social support received by students in an academic environment, and they propose measures and forms of realizing students' rights to institutional help and support. This paper also presents the results of their research on the topic of the Bologna process (conducted in the period between 2010 and 2013) for the purpose of improving the quality of its implementation and of studying, as well as for the purpose of a better adjustment of students to academic requirements and of preventing stress among students. The authors also address the issue of quality of the teaching process itself, whose implementation directly or indirectly results in stress as a (de)motivating factor. Several years of research conducted by the authors are summarized in this paper with the aim of showing the implications of the Bologna process guidelines on the improvement of quality of higher education institutions and identifying the stressful elements in the work of higher education institutions.

the Bologna Process, student, stress, academic adjustment, social / institutional support

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