School

Foreign languages, 60% of students in Europe study two or more of them

By 2023, 60% of students in general secondary education in the EU had studied two or more foreign languages, but in Italy the numbers remain low

by Davide Madeddu (Il Sole 24 Ore) and Lola García-Ajofrín (El Confidencial, Spain)

27 July 2025

3' min read

It is an opportunity, but it is not always seized. Especially in Italy. Because the number of students who dedicate themselves to learning more than one foreign language remains low. Outlining the picture in European Union countries is the recent Eurostat report, according to which in 2023 60.0% of students in general upper secondary education studied two or more foreign languages as compulsory or optional subjects. This figure marks a slight decrease from the previous year (60.8%). The percentage among students in secondary vocational education is lower: the average is 34.8%, however, up from 2022 (33.8%).

Nine countries on the podium

Leading the ranking are nine countries in which more than 90% of general upper secondary school students study at least two foreign languages. In first place is France with 99.8%, followed by Romania (99.1%) and the Czech Republic (98.5%).

Black jersey, on the other hand, for Portugal (6.7%), Ireland (10.4%) and Spain, with just 22.4%. Italy does not fare much better, with a figure stuck at 25%.

In vocational education, Romania stands out, where 97.2% of students have studied at least two languages, followed by Finland (85.0%) and Poland (78.0%). At the bottom of the ranking: Malta (0.0%), Spain and Greece (both at 0.1%).

The Spanish case: two-speed trilingualism

In Spain, the learning of a second foreign language is most widespread at secondary school (40.6%), but drops significantly at high school (Bachillerato), where the percentage drops to 18%, and at primary school (14.3%). The second most studied language after English is French, a traditional choice in Spanish schools.

However, the issue of multilingualism takes on a particular connotation in the Iberian context, where, in addition to Spanish, several co-official languages coexist: Catalan, Basque, Galician and Valencian. These languages are an integral part of the school curricula of the autonomous communities where they are spoken, and are often used as a vehicular language of instruction, alongside or in place of Spanish.

At the same time, Spain recorded an expansion of foreign language learning experiences: in 2022-2023, more than 1.8 million students participated in bilingual programmes or in foreign schools in the country, with an increase in the use of English as a vehicular language.

At the regulatory level, recent reforms - from LOGSE to LOMLOE - have progressively strengthened multilingual competencies, giving greater autonomy to regional governments and promoting more active and communicative teaching approaches.

The most studied languages

English remains the most widely studied foreign language in the EU, with a spread of 96.0% among general education students and 80.1% among vocational education students. In general secondary education, Spanish (27.1%), German (21.2%), French (20.8%) and Italian (3.2%) follow. In vocational education, German is in second place (18.1%), followed by French (14.1%), Spanish (6.6%) and Russian (2.3%).

The Italian case

Then there is the Italian case. Ottavio Ricci, vice-president of the national association Unilingue and director of the Cla of Ecampus and the Columbus Academy in Rome, makes a reflection. 'In Italy the situation is different, indeed I would say worse than in other European countries,' he comments. In most secondary schools only one foreign language is studied, English. A second language can only be chosen in a few addresses, such as linguistic high schools or institutes with special courses'.

The lecturer adds that 'studying a language other than English, such as German, has become difficult, even in schools that used to offer it as an alternative or in addition. An important piece of linguistic and cultural diversity has thus been lost'.

No less relevant is the approach of young people. "They are curious, interested in languages through music, cinema, theatre, today even social media. They see the study of languages as a passport to the world. But the offer is limited, often linked to geographical reasons. Depending on the area, one studies Spanish, appreciated for its culture and proximity, or German, useful where there is German tourism. Then there are the areas where German or French are historical minority languages and Italian becomes the foreign language'.

The importance of learning

Yet, language learning remains a key competence. "Anyone who does not know at least one foreign language is a 'linguistic dinosaur',' Ricci emphasises. 'And today it is no longer enough to say that you know only one language well: the market is looking for people with skills in at least two. It is the second language that makes the difference, that represents the real 'competitive edge''.

School and after

"The Lingua in Europa project has raised awareness of the importance of languages. And the introduction of English from primary school has improved acquisition levels,' Ricci concludes. 'More than twenty years later, Italian students leave school with B2 or C1 CEFR levels, whereas in the past they stopped at B1. An improvement that must, however, be accompanied by a greater openness to real multilingualism'.

*This article is part of the European collaborative journalism project "Pulse"