Abstract This article analyzes elements for the creation of a culture of academic freedom within a European Universities Alliance (EUA), CHARM-EU. Set against the backdrop of global declines in academic freedom, this research presents evidence collected in Hungary, a country that has been referred to as a critical case in terms of democratic backsliding. The study explores interviews with faculty engaged with an EUA from a traditional university in Hungary through a phenomenographic method that organizes outcome spaces by gathering categories of description that result from the aggregation of units of meaning. The outcome spaces in this article are constructed according to guidelines devised by the European University Association for the promotion of academic freedom. Findings present specific dimensions and themes in which pedagogical practice in CHARM-EU's Master's in Global Challenges for Sustainability converge with the groundings of academic freedom. Discussion resorts to the concepts of pedagogical device and pedagogical discourse. In conclusion, international partnerships are deemed able to expand views on the political dimension of pedagogical innovation in higher education, calling for the sophistication of extant models of analysis of academic freedom.
Abstract This introductory article aims to underscore that the discussion about “academic freedom” – its benefits, its limitations and exposition to threats – is not a recent issue in wake of discussions on the consequences of digitalization, artificial intelligence, the changing role of higher education within a knowledge-based society, new geo-political tensions, etc. Rather, it is based on the conviction, that the recent analyses can be better understood, if they are reflected in the context of traditional notions and in the context of controversial interpretations in the decades preceding the recent discussions.
Abstract Folk tales are ancient traces that shape the cultural identities of societies. Passed down orally from generation to generation, folk tales have significant functions both in the transmission of culture and in education. By fostering children's imagination, folk tales serve as a bridge from their limitless imaginary worlds to real life. Supported in their cognitive development, children are able to navigate more effectively between fiction and reality through folk tales. Additionally, folk tales help children perceive a just world order where bad behaviors are punished and good behaviors rewarded. Holding an important place within Turkish culture, folk tales contribute not only to educational development but also to raising awareness of national and universal cultural values among children. Like many other folklore products, folk tales serve various functions in production and transmission. Among these, William Bascom categorizes folklore's functions into four main types: entertainment, reinforcement of values, transmission of education, and escapism from oppression. This study focuses on one of these functions—specifically, the educational function of transmitting culture to future generations—by examining Uşak folk tales and their role in fulfilling this purpose.
Abstract The study aimed to examine parents' experiences of cooperation with schools and to identify the key factors influencing the quality of communication and the effectiveness of support for pupils with Autism Spectrum Disorder (ASD). Effective collaboration between family and school is essential for fostering the educational and social development of pupils with ASD. Meaningful parental involvement, transparent communication, and individualised learning approaches are central components of inclusive education. A qualitative research design was applied, using semi-structured interviews with four Slovak parents of children aged 12–15 years diagnosed with ASD. Given the small sample size, the study is presented as a pilot investigation, focusing on an in-depth analysis of a specific participant group rather than producing generalisable conclusions. Interviews were transcribed and analysed through content analysis to identify recurring categories and themes related to school–family cooperation. The findings revealed that successful cooperation depends on teachers' professional competence, individual adaptation of educational plans, and parental participation as equal partners. Facilitators included a supportive school environment, regular and open communication, and the involvement of teaching assistants. Barriers were linked to insufficient staff knowledge of ASD and inconsistent communication practices. In conclusion, the study highlights that mutual trust, partnership, and continuous professional development of educators are essential to building effective collaboration between families and schools. These insights support the development of inclusive practices that enhance both educational outcomes and family satisfaction.
Abstract This study examines how Hungarian Higher Education (HE) admission policies from 2007 to 2023 affected access for applicants with Socioeconomic Disadvantages (SED) and Cumulative Social Disadvantages (CSD). It assesses the impact of legal and administrative changes on the number, proportion, and admission success of these groups. The research is grounded in international and national literature on higher education inclusion that emphasizes access being a critical point in the process of inclusion. In Hungary, a system of centrally regulated equity measures is one of the few mechanisms that can compensate for structural inequalities, but even these positive actions were significantly restricted after 2013. Moreover, these policy shifts occurred within an education system where social background strongly influences students' trajectories, making equitable admission practices even more relevant. Our research uses document analysis of legislation and admission guidelines, supplemented by time-series statistical analysis of national application and enrollment data supported by KIR-STAT datasets. Our findings show that tightening eligibility criteria and reducing compensatory points drastically diminished the number and proportion of SED and CSD applicants and students admitted to HE after 2013. Our study concludes that these changes have undermined equitable access and call for renewed, transparent, and centrally regulated inclusion mechanisms.
Abstract Universities have long been heralded as bastions of open inquiry and democratic discourse, yet their institutional autonomy and faculty members' academic freedom are increasingly imperilled. Rising political polarisation, shifting funding landscapes, and the erosion of traditional faculty protections have reshaped the contours of institutional autonomy and academic freedom across public research-intensive universities in the United States. This study examines how institutional size, financial resources, and federal- and state-level politics may have influenced the proportion of tenure-line faculty in the third year of the Obama (2014), Trump (2018), and Biden (2023) administrations. Drawing on IPEDS data for R1 and R2 public institutions, we first chart descriptive trends in enrollment, funding, and tenure-line faculty composition. We then employ bivariate correlations to explore linear associations and multivariate OLS regressions to isolate the unique effects of (under)graduate enrollment, state appropriations, federal grants, and political context (federal party affiliation and state trifecta control). Our findings reveal that while institutional size and federal research funding remain robust predictors of tenure-line staffing, the protective power of state appropriations has diminished, and partisan configurations—especially unified Democratic control—emerge as significant factors in certain years. These results underscore the complex interplay between structural realities and political forces, carrying critical implications for safeguarding academic freedom and the future governance of higher education.
Abstract Misconceptions, i.e. students' erroneous ideas, represent a long-term problem in the teaching of science. Their existence has a negative impact on the process of acquiring scientific knowledge and prevents the creation of a correct conceptual framework. Students' alternative ideas prevent proper learning and understanding of phenomena. Students find concepts and phenomena in chemistry particularly difficult because they are hard to imagine and therefore understand abstract concepts. This study investigates misconceptions related to physical and chemical changes among students in grades 7 to 9 attending elementary schools where the language of instruction is either Slovak or Hungarian. Specifically, it aims to compare the occurrence and nature of these misconceptions between Slovak-speaking and Hungarian-speaking students, and to determine whether the language of instruction influences students' understanding of scientific concepts. The data collection instrument as a diagnostic test consisting of tasks of varying difficulty. The validity and reliability of the test were verified using Cronbach's alpha (average α = 0.915), which confirmed its reliability. Our research confirmed that students have certain misconceptions regardless of the educational language in a given school system. The results showed that students often do not recognize the difference between the concepts of characteristic and process, have problems with interpretation at the macroscopic and submicroscopic levels. These findings underscore the importance of targeted intervention, innovative teaching methods, and an emphasis on linking theoretical knowledge with practical examples. This study contributes to clarifying students' misconceptions and supports the improvement of chemistry instruction on the topic of physical and chemical change.
Abstract This study aimed to adapt the scale developed by Day and Hurrell (2013) and later adopted by Lau (2021) into Turkish and to assess middle school mathematics teacher candidates' confidence in teaching algebra. We also examined the validity and reliability of the scale and evaluated the candidates' confidence levels. A total of 267 senior preservice mathematics teachers from nineteen universities participated in the study. We collected the data using a nine-item Likert-type questionnaire. During the adaptation process, we translated the scale into Turkish, obtained expert feedback from two mathematics education specialists, revised the items based on their suggestions, and conducted a back-translation through another expert to ensure linguistic accuracy. We performed confirmatory factor analysis, which supported the proposed factor structure and provided evidence of satisfactory psychometric properties, including adequate convergent validity and high internal consistency. The descriptive results showed that preservice teachers reported moderate to high levels of confidence in teaching algebra, although we observed notable individual differences across participants. These variations suggest that teacher education programs may need to provide additional targeted support to strengthen preservice teachers' confidence in teaching algebra. We expect that this valid and reliable instrument will serve as a useful tool for examining confidence across different variables, identifying potential gaps, and improving teacher education programs more effectively.
Abstract The underperformance of Filipino students in international assessments such as PISA and TIMSS highlights persistent challenges in STEM education and underscores the need to understand the factors that influence students' participation in STEM pathways. This qualitative case study investigated the factors influencing senior high school students' decisions to pursue the STEM strand and explored how their experiences shape their persistence in this pathway. Data was collected through semi-structured interviews with 14 purposively selected Grade 12 STEM students from a public high school. The qualitative information was analyzed using Yin's five-phase analytical framework. The analysis revealed that students' choice of the STEM strand is shaped by two broad factors: external influences and personal and internal drivers. The study also found that experiential engagement in STEM activities and motivational drivers strengthen students' commitment and persistence in the strand, while also described how they navigated academic challenges and derived meaningful learning outcomes from their experiences. These findings offer implications for curriculum design, instructional practices, and policy interventions aimed at strengthening STEM education in the Philippines and other Global South contexts.
Abstract Understanding international students' experiences is essential for supporting their adaptation and integration within host institutions. Despite Hungary's growing role as an emerging higher education destination, limited research has examined how international students navigate belonging, acculturation, and integration at a large university in Northeastern Hungary. This qualitative study explores these processes through semi-structured interviews with 21 international students enrolled in the university of Debrecen. Using thematic analysis, the study identifies three interconnected dimensions shaping students' experiences: the mismatch between pre-arrival expectations and everyday realities, the cultural and structural differences encountered in daily life, and the strategies students employ to integrate into the host environment. The findings highlight the importance of language accessibility, campus–city dynamics, and institutional support in shaping students' sense of belonging and sociocultural adjustment. These insights offer practical implications for Hungarian universities and policymakers seeking to strengthen internationalization efforts and enhance the integration of international students in Hungary.
Abstract Only a few qualitative studies focus on the learning experience of students with ADHD in higher education, particularly from a student-centred perspective and within Central and Eastern European contexts. This study aims to present an overview of the academic experience of students with ADHD in Hungarian higher education from a student perspective. Semi-structured interviews were conducted with 12 students with ADHD. In-depth data analysis was conducted using Interpretative Phenomenological Analysis (IPA). Five constructs were identified: 1) Reflection on the Self, 2) Academic Environment, 3) Social and Interpersonal Experiences, 4) Institutional Barriers and Support, and 5) Disorganised Life. The findings reveal students' complex self-perception, often accompanied by feelings of being behind and low self-esteem, but also show growth through self-awareness and coping strategies. While academic experiences were generally positive, highlighting a sense of freedom and engaging learning environments, students reported challenges in social and daily life. Institutional barriers contrasted with the supportive role of peers, lecturers and disability services, emphasising the importance of implementing inclusive learning structures, fostering the agency of students with ADHD. The study contributes to the literature by conceptualising student agency as relational and dependent on context, emphasising how students actively navigate higher education through the interplay of personal, relational, and situational factors.
The main aim of the present research was to examine the potential of flipped classroom teaching in reducing general foreign language classroom anxiety (FLCAS) among first-year EFL students in Algeria. It also aimed to explore the moderating roles of gender and learner motivation in the impacts of flipped teaching. While flipped classrooms have been increasingly popular in terms of facilitating learners' engagement and reducing anxiety, empirical studies on their differential impact based on gender and motivation type are quite limited. A pre-test–post-test quasi-experimental control group design was employed with 120 undergraduate EFL students at Nour Bachir University Center, stratified by gender and level of language proficiency. Students were assigned to a flipped or traditional instruction group and multivariate analyses were conducted. Mixed-design ANOVA showed significantly greater anxiety reductions for the flipped group, particularly for integratively motivated and female students. Johnson-Neyman analysis showed a motivation threshold (score = 66.7) beyond which the anxiety-reducing effect of flipped instruction became statistically significant. The findings bear witness to the instructional promise of flipped teaching for resolving affective challenges and call for greater effort in synchronizing teaching approaches with students' motivational and demographic profiles.
This paper examines the evolution of academic freedom in Hungary from the political regime change of 1990 to the present, based on an analysis of higher education legislation. It aims to assess the extent to which changes in academic freedom correlate with the performance of the Hungarian government and broader autocratization processes. The analysis builds on the findings of Lyer et al. (2023), which suggest that the decline of university autonomy is associated with wider political trends, particularly autocratization and political polarization. Accordingly, the central hypothesis is that academic freedom in Hungarian higher education co-moves with the degree of governmental autocratization. The study applies a legal–institutional analysis of the main higher education acts (1993, 2005, 2011) and their major amendments (1996, 2015, 2021, 2022). On this basis, a composite indicator of academic freedom in Hungary is constructed and compared over time with the Government Watch Index (GWI). The results are further validated using Hungary’s annual values of the international Academic Freedom Index (AFI). The findings reveal a strong and robust correlation between the decline of academic freedom and the deterioration of government performance. This relationship also holds when academic freedom is measured using the AFI. The erosion of academic freedom is particularly pronounced over the past decade. The study concludes that the erosion of academic freedom in Hungarian higher education over the past three decades—especially since 2010—has closely tracked Hungary’s broader dynamics of governmental autocratization.
Teacher resilience (TR) has gained increasing attention as a key factor in teacher well-being, career retention, and adaptive professional practice. Despite rapid growth in the broader TR literature, limited attention has been given to how resilience is assessed, how methodological choices shape what is measured, and how assessment findings relate to professional outcomes. This systematic review synthesizes empirical research on Teacher Resilience Assessment (TRA) published between 2010 and 2022, drawing on 52 studies identified through a PRISMA-guided search. The review maps publication patterns, geographic distribution, and methodological designs and provides a thematic synthesis of key conceptual foci in TRA research. Five interconnected domains are identified: personal and psychological resilience, emotional regulation and coping, professional commitment and adaptive practice, relational and organizational supports, and contextual and crisis-related influences. These domains are unevenly represented across studies and closely aligned with research design. Quantitative approaches predominantly operationalize individual dimensions of resilience through standardized self-report instruments, whereas qualitative and mixed-methods studies illuminate relational, organizational, and contextual processes. Across contexts, assessed resilience is consistently associated with teacher well-being, reduced burnout, career persistence, and adaptive instructional practice. Persistent gaps include concentration of studies in high-income settings, reliance on cross-sectional designs, and limited cross-cultural validation of tools.
