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Designing An instrument to measure explicit and implicit learning processes
92-102Views:696In this research paper, the researcher’s intention was to design an instrument that is able to measure learning under two different conditions: explicit and implicit learning. Exploring explicit and implicit learning is gaining more and more attention nowadays in the field of second language acquisition (SLA). The Quantitative method was used in this study to investigate which learning mechanism proves to be more efficient in the selected sample. The present study involved Hungarian technical school, secondary school, and university students from Budapest (N = 40) who participated in completing an Artificial Grammar Learning (AGL) task. The most important finding of the present research endeavour is that implicit learning has proven to be more effective than explicit learning in the case of the selected participants and this was a statistically significant finding. The pedagogical implication of this study is that the effectiveness of implicit learning should be reconsidered by EFL teachers in Hungary.
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Health Awareness and Study Performance in Public Educational Type Sports Schools
134-136Views:252Book review on Kovács, K.E. (2020). Health and Learning in Public Educational Type Sports Schools. University of Debrecen: CHERD-Hungary. ISBN 978-615-6012-03-6
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“Student success is not an individual achievement” – Motivation and teacher education in the digital age
133–142Views:6The motivation of student teachers is a key issue in contemporary teacher education, typically examined through psychological theories focusing on individual learning processes. This paper does not aim to provide a comprehensive literature review; instead, it offers a conceptual reflection that pays tribute to the work of Gabriella Pusztai, whose research highlights the social embeddedness of student achievement, integration, and persistence. Building on her approach, the study integrates psychological, pedagogical, and sociological perspectives to reinterpret motivation in pedagogical courses. It proposes a three-dimensional framework consisting of integration, relevance, and identity, emphasising that motivation is a context-dependent and dynamically changing phenomenon. The paper also examines how digital learning environments reshape motivational conditions by influencing autonomy, relatedness, engagement, and perceived relevance. The findings suggest that understanding student motivation requires moving beyond individual-level explanations and recognising the decisive role of relational, institutional, and technological contexts.
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Types of Fathers’ Home-based and School-based Involvement in a Hungarian Interview Study
95-103Views:313This study explores the ways that Hungarian fathers are involved, at home and at school, in their children’s
development and achievement. It also identifies the types of fathers that emerge based on this involvement.
According to the literature, paternal involvement at home and at school contributes to academic achievement,
similar to the involvement of mothers, but to a lesser extent and in different ways. The theoretical framework of
the research relies on the types of parental involvement as defined by Epstein. The research was qualitative,
based on 14 semi-structured interviews and the classification of fathers, resulting in three groups of similar size.
The first group comprised fathers who contributed to their child’s achievement at home, often by helping with
school-related activities, while not participating in school events. The second group included fathers who were
involved at home and at school alike. Finally, the third group consisted of four divorced fathers, three of whom
were involved both at home and at school, due to their particular situation. Overall, fathers’ school-based
involvement can be increased by the supportive attitude of wives, fathers’ greater confidence in themselves and
their abilities, and by informal events organized by schools (cooking or sports days), in which fathers are more
likely to participate. -
For the Sake of the Cause – Persistence of Romanian Higher Education Students in Finishing their Studies
22-30Views:384As a consequence of the expansion in higher education, the number of students has increased and the academic population has diversified but at the same time the university dropout has become a general problem since the last century (Trow, 2005; Kozma, 2010; Barro & Jong, 2013; Stanciu, 2014; Berei, 2018). In this paper, I proposed to analyze the persistence of students from 5 universities from Romania. We examine at institutional and individual level the perspective of their willingness to finish their studies. In partnership with the Center for Higher Education Research and Development - Hungary, named CHERD – H, from the University of Debrecen, was collected dates among students in 2012 (N=1323) and in 2014 - 2015 (N=323). Through a quantitative analysis, on a longitudinal perspective, I used SPSS statistical program to analyze data. The question of the research was: is there any difference between students` intentions to graduate on private and state institutions? Who is intending to finish and who is preparing to abandon his study? I concluded that students with unfavorable family background have nearly two times lower chance to enroll at state university and in private institutions students intention to enter into possesion of diploma was significant lower. With logistic regression I found also, that low financial status or low schooling of parents is not a significant obstacle on student academic path if they make every effort to participate in educational programs, submit assignments on time and are able to prepare for exams.
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The Challenges of Adopting a Learner-Centered Approach to On-Line English Teacher Education: A Teacher-Research Study on Jigsaw Reading and PeerTeaching in Cambodia
60-71.Views:485In Cambodia, the shift to on-line learning due to Covid-19 reinforced an already overly teacher-centric approach to education, leading to the risk of greater learner disengagement. To address this problem, I3 embarked on a research project involving the redesign of the on-line delivery of a final year English teacher education course on ‘School and Society’, in which all lectures were replaced with jigsaw reading (JR) and peer teaching (PT) tasks. To track the impact of this innovation, I recorded class sessions, kept observation logs, and obtained data from students’ reflective journaling, interviews, and a focus group. This paper reports on the design principles behind the innovation and its impact on student motivation and engagement. The research has implications for on-line teacher education and the introduction of learner-centered pedagogies in global south contexts.
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A Comparison of the Educational Methods of Zoltán Kodály and his Student, Klára Kokas
47-52Views:769After the presentation of Klára Kokas’ pedagogical methods and her own invented musical activities with children, I shall try to compare these methods with Zoltán Kodály’s music educational practices and innovations to emphasize the continuity and discontinuity of Hungarian music educational practice. Kokas centered her pedagogical concept on children’s creativity, human relations, acceptance of and complete attention paid to others. This world view and ideology was constructed around a child-centered sensitivity, music being her primary pedagogical resource. The goal of this paper is to explore the main elements and characteristics of Klára Kokas’s pedagogy, which were revolutionary and new in the fields of personality development, music and complex art education. I will draw out those elements, which show similarity between his work and Kokas’s, then I will point out those components in which Kokas offered excess for personality development. The main elements of this concept is music, dance improvisation, motions, imaginative stories, visual arts, painting and drawing, but it’s most important component is that very specific and intimate relation, which connected her to the children. My purpose is to highlight the contours of the Kokas’ pedagogy. In my comparative research I mention the reform pedagogical elements of the Zoltán Kodály’s concept, and I seek the common and different elements of their music educational ideas and innovations. The importance of her beliefs and moral convictions in the art of education will be outlined then.
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Pedagogical modernization or political assimilation? The 1879 elementary education act in the mirror of parliamentary debates and Néptanítók Lapja
13-19Views:36Act XVIII of 1879, which mandated the teaching of the Hungarian language in all elementary schools across Hungary, represented a decisive turning point in the educational structure of the Austro-Hungarian Monarchy. Drawing upon the theoretical frameworks of Ernest Gellner (1983) and Eugen Weber (1976), this research focuses on how state-driven linguistic homogenization emerged simultaneously as a professional necessity and a tool of nation-building. Our study presents the content of the act and the pro et contra arguments within the parliamentary debates surrounding its adoption. Furthermore, it highlights the core concepts and elements of the official pedagogical discourse following the legislation through a qualitative thematic analysis of the 1879 issues of Néptanítók Lapja (People’s Teachers’ Gazette), a government-sponsored weekly professional journal. Our findings reveal an inherent contradiction in the official rhetoric: while the journal promoted innovative, communication-centered “natural methods” in language instruction, these pedagogical advancements primarily served to consolidate political loyalty and erode minority national identities. The analysis identifies three main discourse types: the professionalization of the “Magyarization” process, the ideological construction of the Hungarian language as a “civilizational” prerequisite for social mobility, and the practical challenges faced by rural educators working in multilingual environments. By placing the Hungarian case within a broader European comparative perspective, the study contributes to the understanding of how 19th-century school systems functioned as arenas for national identity construction in multiethnic regions.
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Third Culture Kids: Growing Among Worlds by David C. Pollock & Ruth E. Van Reken
161-163Views:998Bibliography of the reviewed book: Pollock, D., & Reken, R. (Revised Edition 2009). Third Culture Kids: Growing Among Worlds. Nicholas Brealey Publishing.
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International Academic Mobility as a Capacity Building Factor in Higher Education
82-91Views:344International academic mobility means the teaching or research activity of higher educational instructors or researchers, which spans a couple of days or a few months, during which individual professional growth, the establishment of international cooperation and networks, personal relations and friendships may develop. It is also considered to be a fundamental necessity for building capacity and an outstanding supremacy, even if a country’s academic resources are modest. Thus it is crucial to gain information about its current and actual state, quality, standards, struggles and the direction it is heading towards. As a part of a bigger research study, we wanted to know how international academic mobility, used for capacity building, changes over time, and whether country-specific features and patterns could be traced. In this present study we made an attempt to uncover the international activity based on the academic mobility of the full-time instructors at two Hungarian higher educational institutions. One of them is a large university that plays a leading role in internationalization. The other is a dynamically developing regional knowledge center. We examined the instructors of two faculties from the first, and everybody from the regional knowledge center, since it is smaller in size. Altogether 210 instructors responded to our 60 questions in the survey. The surveys were processed in the SPSS statistical analysis program. Concerning the examined discussions, categories and proposed topics, our research was built upon two previously carried out investigations – a Hungarian and a Norwegian one. We found that in Hungary in the given time period (2012-2014), the instructors with the strongest international activity were: 1. the men; 2. those who held higher academic positions; 3. those who were married or were in a relationship; and 4. who were from the field of social science.
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Resource or risk? The role of higher education parental involvement in students’ future-aware work ethic
99-110Views:8One of the key determinants of higher education students’ academic progress is future-oriented work ethic, which can be reflected in persistence in pursuing long-term goals, goal-directed effort, and disciplined work practices. The aim of this study is to examine how different patterns of parental involvement in higher education are associated with students’ future-aware work ethic and how these forms of involvement function as either resources or risk factors in its development. The analysis is based on a secondary examination of data from the 2023–2024 survey of the MTA–DE Public Education Development Research Program (N = 1,336), conducted among higher education students in Hungary and Hungarian minority regions of the Carpathian Basin. To identify patterns of parental involvement, cluster analysis was applied, followed by an examination of the relationship between the identified clusters and the studied attitude using analysis of variance and two-step linear regression models. The findings indicate that parental involvement does not exert a uniform effect on students’ future-oriented work ethic. Students with highly involved parental backgrounds are characterized by significantly higher levels of future-oriented work ethic, and this association remains robust even after controlling for socio-demographic background variables. In contrast, ambivalent parental involvement shows a consistently negative relationship with the examined attitude. The effect of low parental involvement weakens when background factors are taken into account, suggesting a mediating role of social background. Overall, the results highlight that the quality and patterns of parental involvement play a decisive role in shaping this form of work ethic: supportive and consistent parental engagement can be interpreted as a resource, whereas ambivalent involvement constitutes a risk factor.
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The International Comparison of the Educational Systems of Iran, Myanmar and Ethiopia
84-94Views:450Education systems usually fall into two main types: the Continental and Atlantic systems of education. Countries
belonging to the third world often follow after the characteristics of the continental system, however, the
specificities of the country may overwrite some characteristics of the original concept. This article aims to
introduce some specific aspects of the educational systems of Iran, Ethiopia and Myanmar through the
comparison of these systems. According to the data analysis, centralisation is relevant, but decentralisation
tends to be strengthened in each country. Concerning their structure, similarities in the division of levels were
identified, along with differences in duration and focus. Unsurprisingly, the curriculums are different in each
country; however, the basic subjects are almost the same. Finally, the grading systems use similar categories,
although the underlying points providing the basis for the grades significantly differ. Comparing them can
contribute to their evaluation and further development. -
Teacher Work and Job Satisfaction among Romanian Lower Secondary Teachers
93-100Views:543The purpose of this paper is to provide an empirical based understanding of the Romanian context of teacher work, which provides an opportunity to identify characteristics considered to affect teaching activities and gives a basis for planning and conducting other research on teachers working conditions. The paper is based on authors' research which is a secondary analysis of Teaching and Learning International Survey (TALIS) 2013 database. The database contains the survey responses of teachers of lower secondary education (ISCED 2) and the principals of their schools. During the investigation cross/tables, cluster analysis, linear and logistical analyses were used. Based on our research results, we can see that the factors attributed both to the individuals and to the elements of pedagogical culture show a strong correlation with the characteristics of the teaching and the satisfaction with the teaching. Considering the factors attributed to the individuals, professional development and the total career time is the most influential factor of job satisfaction and teacher’s self-efficacy. Among the variables included in the school culture dimension, the effectiveness of teacher work, the disciplined atmosphere, the values of student/teacher relationships and the positive effects of teacher-teacher relationships indicated satisfaction and self-efficacy.
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Students in Hungarian Higher Education and Their Perception of Dificulties During Their Studies
101-113Views:448Our research aims to examine the recruitment of students who experience difficulties with learning during their higher education studies and the motives behind their career choices, as well as the correlation of these factors with student persistence. The topicality of the problem stems from the diversity of students as a result of the expansion of higher education, as well as the increasing proportion of reading comprehension and other learning difficulties that can hinder individuals' progress in the labour market. Previous research has linked problems in learning in higher education to underdeveloped skills. However, we hypothesize that the occurrence of difficulties during students' studies and careers is determined by career choices, which are influenced by social background. While in higher education the social status differences of the family background already seem to disappear, the origin also affects the higher education career. To test the viability of this assumption, statistical methods were used to analyze the CHERD-Hungary database PERSIST -2019. In the case of difficulties and low persistence, we found a relationship with the career choice patterns of the students studied, especially with family factors influencing career choice and students' interest in their current education. One of our most important findings is that students who experience difficulties during learning can be divided into two groups. One group is characterized by low social status indicators, participating in low prestige and high risk fields of education, and there are specific cultural disadvantages in the background of their difficulties. The other group includes students who come from a higher-status family and concentrate on higher-risk but more prestigious courses, characterized by above-average selectivity and a higher risk of dropping out.
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Parent-Teacher Communication from the Perspective of the Educator
13-24.Views:3103Several, mostly quantitative, studies have already examined the relationship between teachers and parents, as well as the positive effects of parental involvement. The aim of this study is to explore how parental involvement is realized in communication between the two actors. In the framework of a qualitative study, semi-structured interviews were conducted with 31 teachers teaching in elementary schools, and the analysis was performed using the Atlas.ti software. Based on our findings, we concluded that regular communication, common language use, a positive attitude from both parties, and the appropriate use of information and communication technology tools are essential for effective communication. The practical significance of this is that teacher trainees should also emphasize practical education, with a special focus on their ability to establish appropriate communication with parents of different socioeconomic backgrounds.
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Primary School Extracurricular Music Activities in Covasna and Harghita Counties
36-46Views:649Arts education, including music teaching (Dohány, 2010) in elementary schools is getting less and less importance in our present day education system, accordingly we find quite relevant to investigate the situation of music teaching in Romania among the Hungarian minority educationís elementary classes. This present study would like to map the extracurricular fields of music teaching in Covasna and Harghita counties in Hungarian classes through a questionnaire research made among teachers. Our objective is to investigate extracurricular musical education in elementary classes, where we would like to find out what kind of musical activities exist in this area and how intensively do pupils take part in these activities. The self-made questionnaire was sent out online in Covasna and Harghita counties, based on the teachers ‘database at the end of January in 2020. 78 elementary school teachers took part in this research. All the collected data was processed with the help of a statistical data analysing software, examining the descriptive statistical indicators. The analysis shows that few elementary class students take part in extracurricular activities.
Romanian music pedagogy research do not extend to Hungarian minority classes, thus we see it important to investigate the extracurricular activities in counties where Hungarian minorities live. -
The Evolving Concept of (Language) Assessment Literacy. Implications for Teacher Education
120-130Views:829Language teachers’ assessment knowledge and skills have received considerable attention from language assessment researchers over the past few decades (Davison & Leung, 2009; Hill & McNamara, 2012; Rea-Dickins, 2001; Taylor, 2013). This seems to be linked to the increased professionalism expected of them in classroom-based assessments. However, teachers seem to face a number of challenges, including how large-scale standardized language exams influence their classroom assessment practices. Teachers’ assessment literacy, therefore, needs to be examined in order to explain their assessment decisions. In this paper, we review the concept of (language) assessment literacy, how it has evolved and how it is conceptualized currently. Recent interpretations seem to reflect a multidimensional, dynamic and situated view of (language) assessment literacy. Implications for teacher education are also highlighted by presenting research findings from studies that explored teachers’ and teacher candidates’ assessment literacy in various educational contexts. As a result, we can identify some common patterns in classroom assessment practices as well as context-specific training needs. Finally, we make a recommendation for tackling some of the challenges language teachers are facing in relation to classroom-based assessment in the Hungarian context.
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Pathway to academic well-being: The role of institutional social capital in the well-being of academics in five Central and Eastern European countries
85-98Views:6This study examined the relationship between institutional social capital and the emotional well-being of academics in Central and Eastern European higher education systems. Building on Pusztai’s conceptual framework, this study distinguishes between intragenerational social capital, referring to collegial cooperation and communicative exchange, and intergenerational social capital, referring to informal interaction with students beyond formal teaching. The analysis draws on survey data collected in 2023 from academics in five countries (Hungary, Romania, Slovakia, Serbia, and Ukraine) (N ≈ 800). Institutional social capital is operationalised through indicators capturing the frequency and diversity of interactions, while emotional well-being is measured using Warr’s Affective Well-being Scale. The results show that intragenerational social capital is a significant positive predictor of well-being, whereas intergenerational social capital has no independent effect. The findings suggest that collegial relational embeddedness constitutes a relevant, albeit limited, resource for emotional well-being in academic work.
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How Do University Students Get Relevant Information?
67-79Views:384The web and learning have evolved parallel as technological changes have influenced teaching and learning processes. In this study, I intend to extend this parallel with two other dimensions, namely, human 1.0-3.0 and influencer 1.0-3.0. The concepts are closely related to how the online world became popular abroad and what their impact is on learning and education. Thus, the question, “what is the significance of social media, and of its latest, most popular actors, of the “work” of influencers (which can be interpreted as fake news) in the lives of students in higher education?”, is also a very pertinent issue to touch on. Its involvement in our lives is ever growing and very often influences our media literacy. This gives us even more reason to look into social media’s impact.
However, our main goal is to find answers to the following questions:
• What opportunities does the digital toolkit give to students? What kind of digital literacy do students think they need to thrive in the job market?
• To what extent does the ICT literacy of pedagogical students differ from that of other students (lawyer, economics, doctor, technical)? What form of cognitive development is used for lifelong learning?
• To what extent are students’ IT literacy influenced by cultural, material, and family capital?
• How is information acquisition implemented in education? How conscious is the use of media among university students, and what is their critical attitude?
• To what extent does online media penetrate the medium of formal-informal and non-formal learning? How does the influencer activity of professional opinion leaders help students to think critically and thoughtfully?The sample of the survey is made up of students from the University of Debrecen. From the results we can see, that university students behave differently in the online space, on social media platforms and on messengers than they would elsewhere, thus this affects how they get information. The current situation, the pandemic, clearly demonstrates that advanced digital competence is essential for a confident presence in the online space and advanced critical thinking. Problems of digital inequality and division have surfaced, and the constructed reality mediated by the media is becoming increasingly distorted. During this period, the relationship between the media and media consumers has changed greatly, and the interaction has intensified.
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International Trends of Remote Teaching Ordered in Light of the Coronavirus (COVID-19) and its Most Popular Video Conferencing Applications that Implement Communication
84-92Views:2879The global coronavirus pandemic that emerged at the end of 2019 and will reach its peak in 2020 has affected education systems worldwide and led to widespread, complete closure of schools, universities, and colleges. UNESCO estimates that a total of nearly 1.6 billion students worldwide have been affected by the closures of educational institutions. The indicator was the highest in the period from April 1 to April 5, when exactly 1,598,099,008 students were affected by the measures. This accounted for 91.3% of the world’s total learning community, with a total of 193 countries providing full nationwide remote teaching. In response to school clo-sures, UNESCO has proposed distance learning programs as well as open educational applications and platforms that have ena-bled schools and teachers to reach their students remotely and make online education easier (UNESCO, 2020). In addition to reviewing the recent literature and monitoring lockdown measures, the study also suggests a number of specific solutions.
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“From the Initial Steps to the Concept of Online Education” – Teacher Experiences and Development Directions Based on Feedback from Online Education Introduced During the Pandemic
33-48Views:650The pandemic situation caused by COVID-19 has challenged the education system, not only in Hungary, but everywhere in the world. The use of information and communication technology in education, including higher education, has transformed students' expectations and, at the same time, redefined the role of the online educator. This is because online teaching and learning is significantly different from teaching-learning in a traditional environment, and educators need to rethink their role in the learning and teaching paradigm. Our higher education institution has developed a new learning-teaching concept based on the experience of distance education introduced as a result of the pandemic situation. The research described in the study and the corresponding developments are shared as good practice for other higher education institutions.
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Myth or Reality? Mobility Trends among Recent Graduates of Different Fields of Study
43-57Views:290The paper focuses on the intergenerational mobility processes in Hungarian higher education over the past decade. Its purpose is to explore these processes and to analyse the differences between the fields of study. The second-generation mobility theories, which serve to be the theoretical background of this paper, focus on the differences between income, education, occupational groups and social classes in connection with status attainment and mobility. Among the mobility theories relating to higher education, theories analyzing inequalities are studied, to discover whether they are found in Hungarian higher education („Maximally Maintained Inequality”, MMI and the theory of „Effectively Maintained Inequality”, EMI). The analysis also covers the „dynastic effects” related to mobility, whether they strengthen or weaken intergenerational processes. The database of the analysis is the Graduate Career Tracking System 2010-2021.
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New Possibilities in Cultural Consumption. The Effect of the Global Pandemic on Listening to Music
1-15Views:1064In this study, we address the impact of COVID-19 on classical music concerts. New forms of cultural consumption and their convenience have raised the question as to whether concert halls will still be needed in the future, and whether the audience will take on the extra time and effort to be present in person at a musical artistic event. In an analysis of international surveys, we formed an accurate picture of music listening habits in the period before and during the pandemic. We also administered a survey, completed by 134 music teachers. Although the findings cannot be generalised to society as a whole, the respondents in the sample are well acquainted with the artistic setting and possess sufficient prior experience, so their opinion is relevant to the topic. Despite the convenience of the online space and the rich selection of art available, the interviewed music teachers will still prefer live music events, which offer them a more profound experience.
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Tools Supporting the Measurement of Fair Play in Sport
75-79Views:433In the course of our work so far, we have repeatedly emphasized the loss of morality and value in societies, which has an impact on all areas of life (including sport). Today, we are far from the original values of sport and the ideals of Baron Coubertin; fair play as pure play. Among the ethical issues of sport, special attention should be given to two extremes: fair play and doping. In our study, we aimed to review the available literature related to the topic of fair play in both the domestic and international setting. In selecting the processed research, our main goal was to present results that are useful for Hungarian educational science, including specific, internationally validated fair play attitude surveys and educational programs. Our current study is the first theoretical partial result of a larger-scale research, which includes the Hungarian adaptation of the presented tests.
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Labour Market Characteristics of Helping Professionals
66-75Views:384In Hungary, considerable efforts have been made in recent years to analyse the career paths of higher educational graduates, which have highlighted the need for field-specific and training-specific analysis. In this context, our research concentrates on a special training segment, focusing on the position of young professionals working in occupations helping the function of the society. Previous research focused only on the professionalization of the different occupations and the recruitment was examined from institutional and regional aspects. However, during the statistical analysis we examined the social recruitment base and the labour market situation of social pedagogy graduates in the Graduates 2012 (Frissdiplomások 2012) national database. The novelty of our work lies in the comparison of those who graduated in social work, pedagogy and andragogy in full-time programs. The most important result of our quantitative analysis is the statement that the differences in the composition of the group are strongly explained by the regional location of the institutions providing the training. In terms of horizontal and vertical congruence, the values of the humanities group are the most unfavourable.