https://www.euronews.com/my-europe/2025/07/29/which-are-the-most-studied-languages-in-eu-schools (euronews.com)

According to the data reported on 29 July 2025 by Euronews, across EU school systems English dominates as the most-studied foreign language: 96% of pupils in general education and 80% in vocational settings study English. (euronews) Among general (non-vocational) secondary education pupils, Spanish is the second most popular at 27.1%, followed by German at 21.2% and French at 20.8%; Italian trails at just 3.2%. (euronews) In vocational education the picture differs: German ranks second (18.1%) then French (14.1%), with Spanish much lower (6.6%). (euronews) The article also highlights stark disparities between countries: some nations see nearly 100% of general-education pupils studying two or more foreign languages, while others (e.g., Portugal ~6.7%, Ireland ~10.4%) fall far behind. (euronews).

This report reveals several important insights relevant to language policy, education and multilingualism in Europe:

1. The overwhelming dominance of English confirms that it remains the default foreign-language choice in European curricula. That’s unsurprising, given its institutional status, mobility value and global presence—but it also raises questions about linguistic diversity and pluralism.
2. The relatively strong showing of Spanish in general education (27.1%) suggests a shift: Spanish is not just a “third” language in Europe, but a serious second foreign-language option for many schools. That has implications for teacher training, materials, localisation and terminology work in Spanish.
3. The vocational education stats are noteworthy: German and French still dominate, while Spanish falls behind in that domain. That may reflect labour-market perceptions of German and French in certain European value-chains, or the way vocational language provision is structured regionally.
4. The country-by-country disparities are striking: in some EU states pupils regularly study two or more foreign languages, but in others the figure is extremely low. That has major implications for equality of opportunity, mobility, cultural literacy and the “European dimension” of schooling.
5. For professionals working in translation, localisation, language-technology and multilingual policy: the data suggest where demand is likely to grow. Spanish may become more sought after in general education contexts, while German & French continue strong in vocational tracks—so the language-profession market will reflect these divides.
6. One concern: high uptake of English may mean that the “one foreign language” effect persists (i.e., pupils stop at English and don’t proceed to second languages). And for true multilingual competence—one of the aims of EU policy—this may be limiting.
7. Finally, the data highlight the tension between policy and practice: while the EU often promotes multilingualism as a value (e.g., “mother tongue + two other languages”), in practice many pupils study just one. The discrepancy between ideal and reality remains large.

• Do you think the near-universal study of English in EU schools is a strength (global connectivity) or a weakness (monolingual trap)?
• Considering the rise of Spanish in general education, what professional or educational opportunities do you foresee emerging in your region because of this?
• Which foreign language(s) would you prioritise if you were designing a secondary-school curriculum in your country — and why (labour market, culture, mobility, identity)?
• How might vocational education’s different language patterns (German/French strong, Spanish weaker) shape students’ future career and mobility prospects across Europe?

Looking forward to your thoughts!