This study explores the alternative pedagogical experiments that influenced Klára Kokas's work and her collaboration with Éva Koltai, a graphic artist and illustrator who graduated from the Hungarian Academy of Applied Arts. This article gives a new perspective on the transfer effect in Klára Kokas's system based on Éva Koltai's art teaching lesson plans.
This paper examines the pedagogical potential of Yeralash (Russian: Ералаш), a long-running Russian children’s comedy television anthology, as a cross-disciplinary teaching tool in Russian language instruction and Theatre Arts education. Through its humorous short films - each 3-4 minutes in length and grouped into 10-minute episodes -Yeralash offers rich, relatable narratives centred on childhood experiences, school life, family dynamics, and authority figures. The study examines how these episodes can be strategically integrated into language learning activities, such as grammar drills, oral practice, and cultural immersion, and how they can serve as performance and media analysis materials for Theatre Arts students. The paper proposes teaching strategies that align with contemporary student engagement patterns and digital learning preferences. It further interrogates the concept of the short film as a genre, assessing its pedagogical value and adaptability across disciplines. By situating Yeralash within the academic context of an African university, the paper offers a unified approach to addressing curricular challenges in both Russian language and Theatre Arts programmes.
As scholars of media and cyberspace often note, when we take a smartphone into our hands and enter the digital realm, it is as if all the good and bad things in the world are placed in our hands. Children come into contact with the internet at increasingly younger ages, and it has become an unavoidable part of their everyday lives. However, they are still unable to use it with adequate awareness. The school environment is of key importance in the development of digital resilience, and teachers play a decisive role in prevention and, when necessary, in problem management. In my research, I conducted semi-structured interviews to investigate how competent educational professionals perceive themselves to be in preparing young people and in addressing emerging problems. The findings highlight the need for training programs and projects that equip both educators and students with the essential knowledge required for digital resilience, online safety, and critical media literacy.
This study explores the features, methodologies, and effectiveness of two prominent language learning platforms in Hungary: KRÉTA IFM (Idegennyelvi Felkészítő Modul) and Duolingo, both of which are available as mobile applications. They aim to facilitate language acquisition through interactive and engaging methods, but differ significantly in their approach, target audience, and integration into educational systems. The study provides a comparative analysis of the features of the two platforms, focusing on their pedagogical strategies and user engagement. It also incorporates insights from studies and researchers, to provide an overview of their percieved efficacy. Their relation with edutainment, the fusion of education and entertainment is also described tthrough their educational objectives that balance between playfulness and real-life situations.
This study investigates the effectiveness of teaching man-marking defense in a primary school physical education classroom context, utilizing the rules of ultimate frisbee in 4v4 games. The study examined the results of a 20-lesson game-centered program, during which defensive progress was inferred from the players correct decision-making and the proportion of technically accurate passes. While there was no significant change in decision-making in either the tactics-centered or the control group, the number of correctly executed technical passes deteriorated significantly in the game-centered group. The findings of this study indicate that the 1v1 defense on the ball functioned effectively, as did tight marking with tracking on players with no ball to receive a pass, thus ensuring that even when the decision was optimal, the man with the ball could not execute the pass technically correctly. The data indicates that it would be beneficial to consider integrating the teaching of Ultimate Frisbee rules into physical education curricula at a young age, with a focus on emphasizing defense strategies alongside the importance of offensive play. The data suggests that it is worth considering the introduction of invasion games with the rules of Ultimate Frisbee at a younger age, with a view to facilitating the simultaneous transfer of fundamental defensive and offensive skills.
The education system of the Kurdistan Region of Iraq (KRI) has been a pivotal arena for nation-building, shaped by historical oppression and contemporary challenges. This study traces its evolution from the pre-1991 era, when Ba'athist policies of Arabization suppressed the Kurdish language and identity. Then the post-1992 autonomy period, marked by the Kurdistan Regional Government’s (KRG) efforts to rebuild schools and restore cultural heritage. Despite progress, the system faces persistent issues, including inadequate infrastructure and curriculum gaps, which hinder its role in fostering a unified Kurdish identity. Compounding these challenges are hybrid threats—coordinated campaigns of misinformation and division that exploit societal vulnerabilities. Drawing on historical analysis and contemporary data, this paper argues that a resilient education system, grounded in critical thinking and media literacy that is essential for countering such threats and strengthening national cohesion. It proposes policy recommendations, including curriculum reform and equitable access to education, to empower the KRG in building a robust nation capable of navigating both internal and external pressures.
In response to the rapid proliferation of digital learning platforms within contemporary educational landscapes, this investigation aimed to determine their influence on student motivation and learning outcomes, ultimately providing actionable recommendations for improvement. Recognizing the transformative potential of these platforms, which encompass online courses, virtual classrooms, and educational applications, this study employed a questionnaire survey to gather insights from students and self-learners regarding their experiences, perceived learning outcomes, and motivational shifts. Utilizing this methodology, the research revealed a positive correlation between the use of digital learning platforms and enhanced learning outcomes and motivation, attributed to increased access to resources and interactive learning opportunities. However, the survey also highlighted concerns related to course design, quality, and recognition, indicating potential limitations. Consequently, the study concludes that while digital learning platforms (in this case MOOCs) demonstrably contribute to improved student engagement and achievement, optimizing course design and multimedia content, enhancing overall quality and recognition, and implementing personalized learning pathways are crucial for addressing identified challenges and maximizing the effectiveness of these platforms in the digital age.
In recent years, the use of artificial intelligence (AI) has been the subject of an increasingly intense debate in almost all fields of science. Education is no exception, including in the public and higher education sectors. In our study, we explore the intersection of public education and teacher training in higher education, to see how we can most effectively prepare today's student teachers for tomorrow's practicing teachers. We will touch on the problems, challenges and fears of traditional higher education in relation to the use of AI by students, teachers and researchers, and take stock of the potential uses and limitations of AI in the everyday of teachers in public education. In the context of AI, we also consider the paradigm of "learning by teaching - teaching by learning" to be particularly important, as technological change is forcing us all into new roles, whether as students, academics or practising teachers. Particular emphasis will be placed on pedagogical process design, preparation and the renewal of assessment and evaluation. Our method is mainly document analysis, reviewing the relevant national and international literature. We then describe the design, methods and tools of our research, which will start in 2025.
In a rapidly changing world, there is a need for continuous innovation in teaching-learning processes. The fast-changing world ofeducation and learning is constantly changing. The focus has shifted from lexical knowledge to the ability to continuously acquire knowledge throughout life. Learning environments and methods are also undergoing a renewal. There is a need to actively involve the learner in the learning process, rather than passively listening and receiving. Through practical’s, workshops or projects, students can gain hands-on experience and deepen their theoretical knowledge. Research in previous years has shown that students encounter formal education, including frontal class work, most during their own studies. This lack of differentiation is not conducive to learning processes. Non-formal education methods offer an alternative that makes the educational process more adaptable, more personalized. One of the possibilities is experiential education. Experiential education is always based on active, cooperative action and focuses on solving problems modelled on real life situations. Experience is therefore not interested in lexical knowledge in the classical sense. The focus is on the individual and personal development through challenging situations and a high level of collaboration, including the use of digital tools. In the field of teacher education, it is essential to strengthen students' commitment to learning and self-development, which they can later use in their own profession. This study presents the possibilities of this teaching method, its forms of expression, its digital toolbox, its tried and tested good practices and its measurement results in the field of teacher education and training.Measurements have been carried out in recent years on several themes and aspects. Attitude and performance measurement has also been focused on what methods and tools students know and prefer, and the results of the pilot courses have been measured.
It is a generally acknowledged fact that raising and caring for a child with a disability is a challenging and difficult task, even if the child is otherwise kind and loving, and the social environment and institutional system are supportive. I will attempt to process what this means in a specific family in the form of a case study. The study was conducted using participant observation. This family currently lives in Austria, but they were all born in Romania and were Hungarian citizens for a short time during their lives. They finally found institutional help and an accepting and receptive social environment in Austria. The child, who is now an adult, lives with Down syndrome, is cared for by his mother part-time, and his maternal grandmother also helps with his upbringing.
With the increasing importance of lifelong learning, the concepts of learning and education have evolved and expanded alongside the advancements in technology, technical tools, and systems. As learning spaces and forms have become more diverse, their dimensions also required redefinition and rethinking. Non-formal learning has gained increasing prominence in educational processes, particularly playing a crucial role in technical education. In the realm of technical education, non-formal learning can manifest in numerous forms. Through industrial practices, workshop activities, or projects, students can gain tangible experiences and deepen their theoretical knowledge. This type of learning helps foster creative thinking and problem-solving skills among students. The digitalization trend has also infiltrated this educational form. Technological advancements and the COVID situation further reinforce the prominence of these educational and learning approaches. Research is being conducted in a corporate environment to examine mandatory occupational safety training, involving a micro-survey of 100 participants divided into 50-person groups under non-formal and formal educational frameworks. The topic revolves around mandatory occupational safety training. Non-formal tools included the use of a safety corridor as a new educational space, web-based, AR-driven content, and tangible resources. Students can learn at their own pace, select topics of interest, or relevant to their professional goals. However, in this method, assessment techniques need restructuring to prepare and sensitize students for the new learning process to enhance the efficiency of the learning process. Formal education involved knowledge transfer through presentations and lecturing formats. The research proved that non-formal, quality, practice-oriented education should not be confined solely to formal schooling but should encompass both formal and non-formal educational and learning activities. This research provides significant assistance, tools, ideas, and methods for instructors to ensure sustainable technical education in the field of occupational safety throughout practical training.
The present study explores the evolution of the notion and praxis of re-education during the 1960s and 1970s. To this end, a comprehensive review of relevant literature was conducted, encompassing articles and studies on re-education appearing in contemporary Hungarian pedagogical, psychological, public education and youth policy journals. This work constitutes an analytical analysis of the subjects from the perspectives of methodological development, teacher training and social issues. In addition, the study incorporates an Asian perspective.
Abstract: In contemporary pedagogical literature, numerous studies and articles deal with the transformation and shift in emphasis of the teacher's role, which can be considered quite accelerated today. Monitoring and communicating this trend is also given a high priority in teacher training. However, in the course of our work, we find that the students' preconceived ideas about the teaching role that they bring to university act as barriers and obstacles that are difficult to remove for educators. A questionnaire survey conducted on a sample of 116 full-time teacher education students at the University of Nyíregyháza confirmed our hypotheses formulated based on the teaching experiences of recent years. In many cases, they will be first-generation intellectuals in the family, for whom a career in teaching represents a kind of social advancement, considering their parents' occupation and socio-cultural characteristics. During their studies, they have a positive attitude towards a pedagogue career, but they do not have a clear idea about the teaching career.
The rapid development of digital technology in recent times has precipitated a series of changes in every segment of human life. The Internet has become indispensable for members of developed societies, being intimately interwoven into the fabric of everyday life and boasting a vast user base. The technology offers numerous features that make it particularly attractive, including anonymity, impersonality, interactivity, accessibility, immediacy, and communication opportunities. With its spread, previous barriers such as distance and time have been rendered obsolete. However, there is a growing recognition of its potentially detrimental consequences, including the promotion of sedentary behaviour and the deterioration of interpersonal relationships, as well as the emergence of the concept of "Internet addiction". While the effects and consequences of Internet use are well-documented, the research community has not yet reached a consensus on many issues, necessitating further investigation.
The situation of Italian language teaching in secondary schools in Somogy County developed in a distinctive manner between the two world wars. At the turn of the century, the provision of Italian language education was virtually non-existent. It was during the tenure of the Ministry of Education under Kunó Klebelsberg that the Italian language saw a resurgence, subsequently followed by a period of stagnation and decline. The factors contributing to these fluctuations can be categorised as follows: shifts in educational policy, frequent revisions of curricula, changes in the prestige of the Italian language, and the evolution of parental and student demands. Notwithstanding these developments, the period between 1924 and 1943 merits recognition as a remarkable era in the realm of Italian language education, owing to the substantial expansion of its curriculum within numerous educational institutions. As for a comparison the paper gives a brief overview of the changes after World War 2. The activities of the Italian Cultural Institute contributed to a significant increase in the country's interest in the Italian language.
The present article considers the prevailing theoretical frameworks concerning autism spectrum disorders. It focuses on evidence-based approaches to supporting autistic students within educational contexts. The essay is divided into two sections addressing a distinct, overarching theme. Nevertheless, attention is also paid to several sub-topics. The following topics are addressed: a brief overview of autism, diagnostic issues, the medical model of disability and alternative conceptualisations and theories of autism, the role of different factors in the manifestation of autism (e.g. gender, masking, or ethnicity), and various issues autistic persons face, such as sensory problems, communication, socialisation, and the thinking styles of affected individuals. The paper discusses the school experiences of autistic pupils. It provides suggestions to address the difficulties they face in schools. Several options for improving the learning and behavioural outcomes of autistic pupils are considered in the context of different conceptualisations and theories.
In the context of the Hungarian childcare system, the role of the child protection guardian is of paramount importance. These guardians are entrusted with the responsibility of representing the best interests of the child in legal, social and educational matters. They are the primary liaison between the child and the authorities, ensuring that the child receives appropriate care, support and consideration of their emotional and psychological needs. Guardians fulfil a pivotal function within the child protection system, given their status as a consistent figure in the lives of children experiencing frequent changes and transfers. They serve as a crucial liaison between the child and relevant authorities, as well as other stakeholders within the care system, ensuring effective collaboration and the well-being of the child.
Abstract: The 1891 Act on Childcare stipulated that kindergartens could be operated by qualified childcare workers, or, in their absence, childcare assistants. This act was a recognition of an established practice, given the fundamental changes that had occurred in the childcare society between the mid-1870s and 1890. During this period, male childcare workers were gradually replaced by kindergarten teachers. This transition was expedited and facilitated by several factors. On the one hand, Károly P. Szathmáry is credited with the idea that female labour was natural in kindergartens and reading the contemporary discourses on childcare shows that he was indeed one of the most persistent supporters of placing kindergarten education in the hands of women in our country. Conversely, the dismal remuneration offered to kindergarten educators has contributed to the expeditious attrition of males from the field of childcare.
In the contemporary context, conventional language teaching methodologies have become obsolete, underscoring an imperative for a paradigm shift in the pedagogical approaches employed by language educators. This necessitates the development of novel methods and practices that are tailored to the demands and challenges of the 21st century, thereby ensuring that language learners receive effective support in their linguistic acquisition endeavours. The evolving landscape of the 21st-century labour market has rendered language learning a multifaceted endeavour, necessitating the cultivation of "soft skills" alongside linguistic proficiency. These "soft skills," encompassing critical thinking, creativity, problem-solving, self-awareness, selfassessment, knowledge building, self-regulation, and advanced digital skills, are of paramount importance in the contemporary language learning milieu. This paper seeks to address the question of whether language coaching tools meet these requirements and to what extent they can facilitate a successful language learning process.
In our ever-changing society, everyone is looking for ways to access information and improve their lives. The same applies also to young adults (university students). With the spread of ICT devices and the Internet gaining ground, in the emerging information society new communication and information obtaining channels are created. In this paper we will highlight the unique features of Hungarian and European university web pages in light of the information they are providing regarding sport, then we will present the changes made to the web page of the Szent István University (SZIE) and its effect on the sporting habits and participation of students in sport activities. We assumed that with the changes made to the web page it will facilitate the information flow towards students, and then more of them will attend a sport classes, presumably more regularly. The results of the research confirmed our hypothesis that the number of visitors has risen and the attendance of students at sporting activities also greatly increased.
