There is a growing interest in researching the impact of different modes of learning and teaching on the non-academic outcomes of graduates, such as their employment outcomes. This study examines the impact of teaching and learning modes on the perceived relevance of study programmes in preparing graduates for career entry and the development of social and entrepreneurial skills in six European countries that participated in the Eurograduate pilot survey: Austria, Croatia, Czechia, Lithuania, Malta, and Norway. The study shows that learning and teaching methods have a modest impact on graduates’ perceptions that their study programmes provide a good foundation for entering professional life. However, it proves that there is a significant relationship emerging between activating teaching and learning modes and the development of graduates’ social and entrepreneurial skills. It, thus, expands on the results of the first European pilot study on the graduate survey and contributes to the current debates in this area. © 2024 by the authors.
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