The central theme of this thesis is Europe-related learning in the context of continuing higher education in a predominantly German-dominated research culture. In contrast to the concepts of Europabildung/European education, Europaerziehung/European education and Europakompetenz/European competence, which mainly address the school context, the focus of Europe-related learning is placed on general learning and teaching processes in education. Summer universities play a so far little researched, but increasingly significant role in the higher education context. The theoretical foundations are based on the findings of (citizenship) education research. The complexity and ambiguity of the genuinely multi-perspective notions Europe/EU/European integration, education/learning and citizenship emerge; moreover, the role of the constructivist turn for learning and teaching processes as well as the development of Europe-related learning with its relevant trends since the 1960s are discussed. The subsequent empirical part evaluates Europe-related learning and teaching processes at the Young European Citizens? Convention in Cluny, France. Since 2001, an average of 50 students per year, coming from different European countries, have had the opportunity to discuss a specified general topic, to jointly develop results by means of consensus and officially present them. Open, self-directed learning forms are applied to make democratic processes learnable and experiencable. In an explorative single case study, the framework of the summer university is analysed and learning processes in the context of the sixth edition are evaluated. Finally, implications of Europe-related learning for teacher training and continuing education are derived, as teachers can provide a reflected, critical and pluralistic approach to the subject matter and enable Europe-related learning to further generations in their function as multipliers.