The European Union Framework Programme (EUFP) is the most institutionalised form of supranational thematic programming in the world and the centrepiece of European Union research policy. Since 1994, the EUFP has also funded collaborative research projects in the social sciences. Surprisingly, little attention has been paid to its genesis, development, and effects in shaping the development of European science, especially examined by discipline or multidisciplinary fields. The EUFP is thus analysed here through an instruments-as-institutions approach that conceptualises the EUFP as an institution. Content analysis of the official documents of each funding cycle (n = 5) and a sample of European-funded educational research projects (n = 122) was analysed in conducting this research. The results show incremental ideational change of the EUFP's guiding ideas: from knowledge as an instrument to knowledge as a resource; within-the-EU to outside-the-EU internationalisation; and cooperation to an integration rationale of Europeanisation from the EUFP4 and EUFP5 (1994–2002) to the EUFP6 onwards (2002–2020). European-funded educational research contents are shaped by such representations of what is expected of European research. If the policy instrument steers European-funded educational research, ideas more than regulatory features significantly—though incrementally—change the direction of European social science.

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通过思想管理欧洲教育研究？欧盟框架计划（1994-2020）理念的逐步转变

欧盟框架计划（EUFP）是世界上最制度化的超国家主题规划形式，也是欧盟研究政策的核心。自 1994 年以来，EUFP 还资助社会科学领域的合作研究项目。令人惊讶的是，很少有人关注它的起源、发展和对欧洲科学发展的影响，特别是在学科或多学科领域的研究。因此，这里通过将 EUFP概念化为一个机构的工具即机构方法来分析 EUFP。 在进行这项研究时，对每个资助周期的官方文件（n  = 5）和欧洲资助的教育研究项目样本（n = 122）进行了内容分析。结果显示了EUFP指导思想的渐进式观念转变：从知识作为工具到知识作为资源；欧盟内部到欧盟外部的国际化；从EUFP4和EUFP5（1994-2002）到EUFP6（2002-2020），欧洲化一体化原理的合作。欧洲资助的教育研究内容是根据对欧洲研究的期望的这种表述而形成的。如果政策工具引导欧洲资助的教育研究，那么思想比监管特征更能显着地——尽管是渐进的——改变欧洲社会科学的方向。