In most European countries occupational therapy education is offered at University level. However, there are opportunities for occupational therapy assistants (e.g., UK) and vocational training for occupational therapy (e.g., Germany). Bachelor programmes in most European countries are primarily focusing on providing students with foundational knowledge and practical skills necessary for entry-level practice in occupational therapy. The curriculum content of Bachelor occupational therapy programmes is carefully designed to strike a balance between theoretical knowledge and practical competences.

Master programmes have developed in the last two-three decades in Europe, building upon the first educational cycle, requiring a Bachelor’s degree in occupational therapy (or equivalent) or in a related subject as entry criteria. Post-professional Master programmes are continuing academic or professional occupational therapy career paths with emphasis on research and/or professional intra- and interdisciplinary knowledge and skills (Costa et al., 2020). In some countries, there has also been a development of professional-entry (sometimes called pre-registration) Masters in Occupational Therapy programmes. Designed with content similar to the Bachelors curriculum, these programmes are designed to educate future Occupational Therapists. However, these entry-level Masters programmes are not the focus of the TUNING competences.

In some countries, it is possible to do a PhD or professional doctorate in occupational therapy. However, most PhD candidates are supervised by academics from adjacent fields, such as social and health sciences or psychology due to the lack of available supervisors with a background in occupational science or occupational therapy. There are few doctoral programmes available to date with only 9 European countries offering such programmes out of a possible 33 countries, according to the COTEC profile of the profession, 2023. One PhD in Occupational Science programme is available and is a newly established European Joint Doctoral Programme (from 2020). Currently, there is a need to increase the number of Masters programmes and Doctoral programmes across Europe, as these are important foundations for advancing research and education in occupational therapy and occupational science. According to the COTEC review of the profession (COTEC, 2023), the majority of European countries require academic educators to have a Masters or Doctorate qualification, in order to be able to teach in occupational therapy programmes in the academic institutions. 

In Europe, occupational therapy programmes have been developed at universities, most commonly within universities of applied sciences, especially in the late 20th and early 21st century, with the hosting institutions and educational formats currently varying between countries. The extent of academic programmes is dependent on the academic status of occupational therapy in the according country. In some European countries, the establishment of Bachelor programmes started at the beginning of the 21st century. Occupational therapy programmes are reflective of the academic traditions of the various countries, displaying qualifications ranging from non-academic vocational training to diplomas and to the most common academic qualifications, Bachelor and Masters degrees. 

Most occupational therapy programmes are situated in departments of health sciences, some are affiliated with medical and/or behavioural as well as social sciences, or rehabilitation oriented institutions in their universities. Often, Bachelor and Master students receive a double degree, where one is a professional degree in occupational therapy (which allows registration for practice) and the other is an academic degree. The latter ensures via a research thesis that the theoretical expertise and knowledge of occupational therapy and related subjects adhere to a high scientific and academic standard. Most countries have a state regulated qualification for practice, but these may be associated with different health structures. For example, registration with a medical council including compulsory membership, compared to accreditation by a health department.

The curriculum content of occupational therapy programmes in Europe commonly includes subjects of anatomy and physiology, psychology, sociology, pedagogy, anthropology, research methods, evidence-based practice, medical subjects, organisational management, participation and social inclusion as well as health-related ethics, legislative matters and social justice. It is important to note that the specific subjects and their depth can vary depending on the institution and legal foundations as well as health-related needs of the country where the programmes are offered. Additionally, occupational therapy programmes incorporate practical (also clinical) placements related to corresponding skills-labs to provide students with hands-on experience and exposure to real-world healthcare settings. Programmes that are approved by the World Federation of Occupational Therapists (WFOT) require students to successfully complete a minimum of 1,000 practice placement hours as part of the education programme (WFOT, 2016).