The article examines the new European paradigm of higher education as an inseparable entity of cognitive, discourse and education per se continuum. A schema is used as the most appropriate cognitive pattern for perceiving and organizing
information, through which the concept of higher education area is being objectifi ed. Establishing the key elements of the concept under consideration in the process of the educational discourse analysis subsequently allows to construct the conceptual
framework of EHEA, track the dynamic of its evolution and identify its priorities at a specifi c period of time.
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