The analysis tries to describe the academic competencies of Hungarian minority students in the Carpathian Basin based on international PISA assessments. To this end, the author first addressed some methodological aspects of the PISA assessments and then presented some international data. Although the school competencies of Hungarian youth in Romania, Serbia, and Slovakia, as revealed by PISA data, show a fluctuating picture over time, a few patterns clearly emerge.  First, one can see that while in Transylvania it appears that Hungarian students perform better than the majority students, in Slovakia the opposite is true, and in Vojvodina the homogeneity of the school-system is evident, as there is no significant difference here between Hungarian minority and majority youth. Despite the small sample sizes, one can still gain some insight into learning in a non-native language: in Romania and Serbia, this generally results in a disadvantage, but Slovakia stands out as an exception in this regard as well: here, it appears that choosing the majority language carries neither an advantage nor a disadvantage in terms of academic competencies. When interpreting academic performance, however, it is essential to take various background factors into account, primarily family background. The analysis highlights that the index of the socio-economic background of majority and minority Hungarian youth shows significant differences. To measure the net effect of the test language a linear regression model was elaborated. Using this, the author argues that the test language exerts a significant effect in the areas of mathematics and sciences.

This study examines Ukrainian (state language) and English language performance among students attending Hungarian-medium schools in Transcarpathia within the context of post-2017 language-use restrictions. The empirical assessment conducted in spring 2024 involved 1,082 students in Grades 6 and 8 from 39 Hungarian-medium schools. English language competence was measured using standardized tests, while Ukrainian language proficiency was assessed through locally developed instruments. A background questionnaire collected data on students’ family background, socio-economic conditions, and linguistic environment. Regression analyses indicate that Ukrainian language performance is most strongly predicted by socio-economic status and type of settlement, highlighting the role of structural and environmental factors. In contrast, English language achievement is primarily shaped by individual academic indicators and institutional characteristics, with students attending church-maintained schools demonstrating significantly higher performance. In both languages, a strong association was found between subject grades and test results. The findings underscore that Ukrainian language competence is substantially influenced by structural disadvantages, whereas foreign language learning outcomes are more strongly supported by institutional culture and pedagogical coherence. The research highlights that Ukrainian language competence is influenced by structural disadvantages, while the effectiveness of foreign language learning can be strengthened by institutional culture and pedagogical coherence.

Artificial intelligence (AI) is increasingly framed as a lever for teaching efficiency in vocational education and training (VET), yet adoption is mediated by teachers’ linguistic and cultural contexts. This study, conducted within the VETAssIst project, compares AI‑related readiness and needs among VET teachers in Serbia across two cohorts working under the same national framework: Hungarian‑minority teachers in Vojvodina and Serbian‑majority teachers. Using a structured questionnaire, we examine perceived usefulness of AI as a ‘digital assistant’ for lesson planning, assessment, and administrative work, self‑reported digital competence, perceived institutional support, and readiness for integration. The evidence indicates broadly similar baseline competence across cohorts, strong intentions to expand classroom use, and uneven institutional backing. Recurrent requirements include VET‑specific AI tools, clearer school‑level policies, targeted professional development, and language‑accessible resources. We argue that sustainable digital transformation in multi‑ethnic VET systems depends on aligning tool ecosystems and professional learning with the linguistic diversity of the workforce, thereby preventing intra‑system digital divides.

This study examines the impact of the introduction of the preparatory class (reception class) in Romania as an early educational intervention within the framework of school readiness and educational inequality theories. The analysis focuses on Hungarian-speaking students in Covasna County, specifically on the first cohort of fourth-grade students who had previously attended this educational stage. The research is based on a quantitative, full-sample design, including all 1,054 fourth-grade students enrolled in Hungarian-language education. The dataset combines questionnaire data with results from the 2016–2017 national competence assessments, providing a comprehensive overview of academic performance in reading, mathematics, and natural sciences. The study investigates the relationship between participation in the preparatory year, socio-economic background, and academic achievement. The findings reveal a statistically significant association between parental educational attainment, labour market status and student performance. The results indicate that students from families with higher levels of education and more stable employment are significantly more likely to achieve above-average results. This suggests that while the institutional framework is inclusive, family background remains a decisive factor in how effectively children can capitalize on this preparatory period. Furthermore, participation is clearly associated with higher academic outcomes: students who completed the preparatory year are significantly more likely to achieve better results across all three assessed competence domains compared to those who did not. Overall, the preparatory class contributes to reducing the risk of school failure, supporting a smoother transition from preschool to primary education, and lowering early school leaving risks. It provides an extended preparatory period that helps children adapt more effectively to a performance-oriented learning environment. The study highlights the effectiveness of this universal reform while noting that, despite its mandatory nature, it cannot entirely neutralize the reproduction of social inequalities. In conclusion, the preparatory class represents a significant educational policy reform that improves student outcomes and promotes equity, particularly in minority-language and socio-economically disadvantaged contexts.

This study examines the early impacts of recent curriculum and examination reforms in Romanian minority education, focusing on the introduction of the “Romanian as a non-native language” curriculum for Hungarian-speaking students. Using aggregated national assessment and baccalaureate data from 2020–2025, the research analyzes trends in Romanian language performance among minority students, compares results across regions and school types, and uses mathematics performance as a comparative indicator to contextualize language-specific achievement patterns. Descriptive, cohort-comparative, and proportion-difference analyses, complemented by hypothetical “what-if” calculations, reveal that while a persistent 1.3–1.5 point gap remains between minority and majority students in Romanian language performance at the 8th-grade level, mathematics scores are nearly equivalent, indicating that the gap is linguistic rather than cognitive. In the 2025 baccalaureate – the first year of full curriculum implementation – pass rates improved notably in high-minority regions (e.g., Harghita +5.3 pp, Covasna +1.6 pp), alongside a significant reduction in failure rates, particularly in vocational and technical schools. The findings suggest that aligning examination content with a differentiated curriculum may be associated with more favorable educational outcomes among minority students, though effectiveness varies by region and school type. Sustainable gains require targeted teacher training, adequate resources, and systematic monitoring to address persistent structural and contextual disparities.

Research on youth mobility in Central and Eastern Europe has primarily focused on migration intentions and the drivers of out-migration. Much less attention has been paid to the motivations behind staying, particularly among national minority youth living in peripheral regions. This study examines the staying aspirations of Hungarian minority university students in Central and Eastern Europe and explores the demographic, human, economic, and sociocultural factors that shape their intentions to remain in their home regions. Drawing on the aspiration–capability framework developed by Carling and Schewel, the study analyses survey data from 1,107 hungarian minority students enrolled in higher education institutions across several Central and Eastern European countries. Using multivariate statistical models, the analysis investigates how different forms of capital and regional embeddedness influence students’ aspirations to stay rather than migrate. The findings suggest that staying aspirations are not merely the result of limited mobility opportunities. Instead, they are strongly associated with sociocultural embeddedness, minority community ties, and forms of social capital that connect students to their local environments. These results challenge the dominant migration-centred perspective in mobility research and highlight the importance of immobility as an active and meaningful life strategy. The study contributes to the growing literature on youth immobility by demonstrating how minority status and regional attachment shape mobility aspirations in Central and Eastern Europe.

Ethical awareness is a pivotal component of English as a Foreign Language (EFL) students’ identity in that it allows them to scrutinize their approach to learning which ensures their autonomy. Therefore, this study explores the ethical awareness of EFL students at Souk-Ahras University, Algeria. This study focuses on the use of Artificial Intelligence by students for their learning. It investigates their variating perceptions on and reactions towards AI for study and whether those views fit into the universal ethical code of conduct. This study employed a quantitative research approach with a descriptive research design. The sample studied consisted of 62 EFL students, selected through a random sampling technique. The collection of relevant data was done through a comprehensive survey. Data analysis was done using statistical analysis. The findings showed that students utilize AI tools for multiple learning purposes while being cognizant of its ethical drawbacks. However, students expressed a shallow approach to ethical reflection and did not rely on an authentic ethical framework upon which their decisions should be made. The study suggests that the development and employment of such a framework should start with teachers, by not merely disseminating charters but also delivering ethical scrutiny through their teaching and counselling.

Talent management in higher education remains a key issue, as university students are inherently talented when pursuing academic studies. Beyond this, many students engage in extracurricular activities, reflecting deeper personal motivations. This examines participants' future career orientation in a university Talent Management Program by examining their life goals. While many students lack clear aims during their studies, we hypothesize that talented students show stronger self-acceptance, autonomy, and a commitment to continuous development and growth. The Ryff-18 questionnaire assessed students’ psychological well-being across six dimensions: self-acceptance, quality of relationships, autonomy, environmental mastery, purpose in life, and personal growth. The research is part of a longitudinal study, launched in the 2016/2017 academic year and repeated in 2023/2024, allowing for generational comparison between Generation Z and Millennials. All Talent Program students were invited to participate. In 2016/2017, 359 of 489 students responded (73.41%), and in 2023/2024, 201 of 671 (16.69%). Students rated “living day by day” highly in both years, and acquiring new experiences was low. Despite this, results indicate that participants are generally goal-oriented and prioritize long-term aims over novelty-seeking. These findings highlight consistent traits among talented students across generations.

This study explored the effectiveness of a Retail Management Programme in preparing students for employment in the retail industry. In South Africa, there is growing concern about the disconnect between university education and the labour market's expectations. The primary aim of this study was to assess whether the programme provides students with the relevant skills and knowledge necessary for the workplace. A quantitative research method was employed, and data was collected through questionnaires completed by 40 retail management students. The responses were analysed using descriptive and inferential statistics with the Statistical Package for Social Sciences (SPSS). The findings indicate that most students felt well-prepared for customer service, digital work tools, and retail operations. However, some students expressed uncertainty about their readiness, particularly in areas such as data analysis and decision-making. Students were primarily motivated to enroll in the programme to acquire transferable skills and enhance their employment prospects. They also valued training that mirrored real work environments. The study recommends incorporating more input from industry professionals, utilising greater practical learning methods, and placing a stronger emphasis on soft skills, including communication, teamwork, and problem-solving. Additionally, curriculum updates and improvements to career support services are suggested to facilitate a smoother transition for students into the job market.

This study investigates the impact of students’ digital background factors on mathematical achievement using data from the 2022 PISA assessment. The analysis focuses on 15-year-old students from Austria, Estonia, and Hungary with particular attention given to the interplay between home financial conditions, ICT availability and usage, digital attitudes, and mathematics performance. Drawing on student questionnaire responses, we constructed composite indices and factor scores representing digital access, usage frequency, and digital competence at both home and school settings. Descriptive statistics, ANOVA, and linear regression models were applied to explore the relationships between digital background variables and students' mathematics proficiency scores. The results reveal that home financial status consistently predicts higher achievement across all three countries, whereas the frequency of school-based ICT use shows a negative correlation with performance. Conversely, home-based ICT usage and positive attitudes towards online platforms correlate with higher mathematics outcomes. The Estonian data challenge the initial hypothesis of a country-specific positive effect of ICT usage in schools, suggesting instead that the quality and context of digital integration matter more than frequency. The findings also highlight the importance of learning orientation and student motivation in shaping mathematics performance. Despite some methodological limitations – such as the cross-sectional nature of the data and reliance on self-reported measures – the study offers reliable insights into how digital background factors influence academic outcomes. The results underscore the need for more effective integration of ICT tools in classrooms, informed by students' learning habits and preferences.

Social circle is one of the issues that we must address. It emerged as a significant social phenomenon because members joined based on their shared interests, rather than proximity or assigned ranks. It changes based on individual needs and the environment. This research aimed to expand the Indonesian community that studies abroad socially, specifically within their social circle. It is also a goal to explore students' social circle strategies as they learn within Hungary's higher education system. Quantitative pilot research was employed in this study. Convenience sampling was used. A questionnaire was administered to Indonesian students to collect data from 22 per cent (N=47) of Indonesians who studied in Hungary. The Indonesian student was the one who held a Stipendium Hungaricum scholarship. All of them come from different educational backgrounds and programs. The results revealed that most of respondents are members of home country student associations. Among various social background variables, educational attainment emerged as the sole significant determinant of multi-organizational membership. Other result is among the identified clusters, there is one that represents new types of motivations including relationship-building motivations, among Indonesian students. These findings highlight the pivotal role of informal, peer-driven networks in the social integration of Indonesian students, superseding formal university-led initiatives. Universities should implement policies that actively promote student satisfaction by facilitating access to identity-affirming and interest-based student organisations, while ensuring the affordability of participation through low-cost or subsidised social programs to guarantee inclusivity and accessibility for all students.

Bibliography of the reviewed book: Dabney-Fekete, I. D. (Eds.) (2024). International higher education. Debrecen University Press.