The cinematic image of the student is often described as "subversive" and to some extent incompatible with social reality, while simultaneously expressing its challenge to the stereotypes of the era. In this book, an attempt is made to map the image of the student role on the global cinematic map and its position within the educational institution, shedding light on aspects not adequately covered by international and Greek literature, such as, for example, the cinematic language used by each director (style, form, narration). At the same time, there is an attempt to analyze and document, both sociologically and pedagogically, the interaction between the cinematic discourse of the films (aesthetic influences) and the historical, economic, cultural, and sociopolitical context of each era (context). Essentially examined is the way cinema influences these contexts, as well as how it is shaped by their effects, highlighting the dynamic relationship between art, education, and social reality.

For the above purposes, a representative sample of films (12 in total) from Third World countries (China, India, Iran, South Korea), Europe (France, Germany, Denmark, Great Britain), and America (USA) is selected for analysis, in order to explore the deeper relationship between cinema and education. The exploration of education in cinema contributes to the emergence of a rising genre of films (School Movies), where through Altman's semantic, syntactic, and pragmatic approach, its main semantic and syntactic elements are identified. In this context, the type and pattern of the student role are highlighted at the cinematic level, taking into account the social, political, and ideological framework of the era during which the production of each film takes place.