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Participation in Shadow Education in Church- and State-Maintained Schools: The Role of Cultural and Social Capital
60-75Views:245Research on shadow education is often justified based on Bourdieu’s theory of capital as it is assumed to contribute to social inequalities. This paper focuses on the role of cultural and social capital and on the differences between state- and church-maintained schools in the North-Eastern parts of Hungary. Using a convenience sample and our own constructed measurement tool, a quantitative survey of secondary school language learners (N=711) was conducted to explore the relationship between the effectiveness of supplementary private language tutoring as well as the cultural and social capital of language learners in cross-sectoral comparisons. Our results highlight the positive correlation between the highest educational attainment of the mother, the participation rate in shadow education and language learners’ achievement. In our study, language learners whose mothers had a higher education level demonstrated greater efficiency, in terms of academic achievements. Despite being less successful in passing language examinations as a result of a lower social composition in denominational grammar schools, language learners could count on a higher level of support both from their language teachers - who were better able to support their students to progress at their own pace - and from their classmates and families, demonstrating that social capital had a compensating effect on their learning trajectories.
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Teacher-Driven Strategies for Enhancing Parental Involvement in Rural Education
Views:163Parental involvement is widely acknowledged as a vital contributor to learners’ academic achievement and overall school success. While much is known about the benefits of parental engagement, particularly in urban and well-resourced settings, the dynamics and challenges in rural schools remain underexplored. This study addresses that gap by investigating how teachers perceive and implement strategies to enhance parental involvement in rural contexts. Specifically, the study aimed to answer the following question: (1) What are teachers’ perceptions and experiences regarding parental involvement in rural schools? and (2) What teacher-driven strategies do they propose to improve collaboration with parents? This qualitative case study draws on Rotter’s Social Learning Theory to explain how behaviour is shaped by observation, reinforcement, and social interaction. The study was conducted at a rural high school in Mandlanzini Agri-village, KwaZulu-Natal, with ten purposively selected teachers as participants. Data were collected through a semi-structured online questionnaire and analysed thematically following Braun and Clarke’s (2006) coding process. The findings reveal a pressing need for structured, teacher-driven strategies that extend beyond standard parent-teacher meetings to include structured and culturally responsive interventions. The study highlights the practical value of teacher agency in facilitating parental involvement and offers context-specific insights that may guide future interventions in similar rural settings.
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Primary School Extracurricular Music Activities in Covasna and Harghita Counties
36-46Views:619Arts 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 Situation and Chances of Roma students in Secondary and Tertiary Education in Hungary
26-35Views:413Addressing student drop-out or early school leaving has long been a major challenge for education policy makers at both national and international levels. This phenomenon affects all levels of education and has a profound impact on those classes of society that are economically and socio-culturally disadvantaged. This is particularly the case of the largest minority group in Hungary, the Roma, and its roots go back to primary education. Since the 1990s, so from the change of the regime, a positive tendency could have been observed in the completion of primary education, but in secondary school graduation and in obtaining a higher education degree they are still far behind the non-Roma population. In the current study, we identify causes of their learning failures, and we also present a selection of study grants that are available to young Roma students and support them to achieve higher levels of education. We also highlight the difficulties faced by those Roma youth, who have origins in traditional communities but obtain higher educational degrees.
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Favouring Middle-and Upper-Class Students? The Structure and Process of Attending China’s Selective Universities
1-16Views:496Research suggests the increasing influence of family socioeconomic status, as measured by parents’ income and occupations, in access to Chinese higher education. Yet, the literature remains inconclusive about the extent to which the social background of rural and urban students is associated with academic and social performance at elite universities. We address this limitation by looking at the academic and social success of representative samples of first- and second-year students enrolled at four Chinese elite universities. Our aim is to understand the characteristics that students from both urban and rural environments bring with them and how those characteristics bear on academic and social performance in university. We found an overrepresentation of students from middle- and upper-class backgrounds in both urban and rural student groups. The fact that the process indicator of cultural capital has a direct association with social success suggests students from urban areas exhibit traits valued in the selective university environment.
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The Dimensions of Parent-School Partnership
98-101.Views:224Bibliography of the reviewed special issue: Pusztai, G., & Engler, Á. (Eds.) (2020). Value-Creating Pedagogy in School and Family. Kapocs, Special Issue. Maria Kopp Institute for Demography and Families (KINCS).
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Encouraging Musical Creativity in Montenegrin Primary Education – A Case Study
27-35Views:455The need to change the paradigm of music education, which primarily relies on performing and listening to music, implies a more systematic introduction of activities that would enable the direct involvement of children in the exploration of sounds and the creation of their own music. By analysing the curricula and textbooks for music education in Montenegrin primary schools, as well as examining the attitudes of teachers about the realisation of musical creativity in teaching practice, it was found that these activities are not given enough attention. In order to introduce innovations in practice, an action research study was conducted, during 2017/2018 school year with 30 fifth grade pupils in one primary school, belonging to the Southern region of Montenegro. The obtained results, based on the qualitative findings, showed the connection between the categories that make up musical creativity in the classroom: acquiring musical knowledge, developing musical skills, encouraging problem solving, developing critical thinking, supporting collaborative creativity, motivation and integrative teaching. Hopefully, the conducted research will contribute to a wide range of understanding of musical creativity in the classroom context, as one of the leading topics of contemporary music pedagogy.
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Reading Assessment for Diagnosing Acquired Reading Disorders in Adults: Theoretical and Practical Aspects of its Development
70-83Views:278The study of reading processes is of particular importance in the assessment of cognitive-linguistic functions in both atypical development and acquired disorders of the adult developmental skills system. A comprehensive assessment of cognitive processes allows the selection of the appropriate therapeutic techniques, which in turn contributes to the best possible quality of life following rehabilitation. A common leading symptom of cognitive dysfunction in adult acquired neurological impairment is a deficit in reading. Our aim was to develop a reading assessment procedure based on national and international theoretical and empirical research to allow a complex assessment of reading processes. In order to investigate the reliability of the test and to develop an assessment system for it, a large-scale survey was organised. During the analyses, an evaluation system was developed which would allow us to objectively describe not only the fact of impairment but also its extent. Based on our results, the design of the Adult Acquired Reading Assessment and the comprehensive assessment system associated to it have resulted in a complex test procedure that is not only well applicable in clinical diagnostics but also in exploratory empirical work.
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The Differing Effects of Symbolic Interpretation and Inclusion of Transcendence on Life Goals and Mental Health in Hungarian Adults
61-75Views:469This study aimed to investigate the influence of religious attitudes, namely Inclusion of Trancendence and Symbolic Interpretation on life goals and different aspects of mental health.
Participants (N = 604) filled in an online questionnaire including the Post-Critical Belief Scale (Martos et al., 2009), the short version of Aspiration Index (Martos et al., 2006), and the Mental Health Test (MHT; see Oláh et al., 2018).
We investigated the relationship between religious attitudes, life goals, and the subscales of mental health using path analyses. The Symbolic Interpretation of religious content predicts support for intrinsically motivated life goals, while the Inclusion of Transcendence predicts the refusal of extrinsic aspirations. Positive effects were revealed between the Inclusion of Transcendence and global well-being, strategies aim at creating and enchancing happiness, and resilience. Symbolic Interpretation was positively related to creative, executing individual and social efficiency, while negatively influenced resilience.
The Inclusion of Transcendence and Symbolic Interpretation separately predict different aspects of life goals and mental health, and jointly support a higher quality of life. -
Conflicts in Physical Education Classes - A Systems Theoretical Analysis of the Teacher’s Perspective
11-20Views:407This article presents the results of a systems theoretical analysis of conflicts in physical education classes from the teacher’s perspective. Building on the state of current research, a theoretical model to analyse the development and management of sport related conflicts in the school setting is elaborated. This model is used to examine written assignments collected at university seminars on conflicts in a German sport institute. At these seminars, sport science students submitted 40 detailed descriptions of conflicts in physical education classes, which were either collected through an interview or experienced directly in their role as teachers. The empirical material is analysed using qualitative content analysis. Based on a fictive case that is developed for exemplification purposes, all collected cases are considered against the background of the developed model. It differentiates between trivial, stable, slightly, and highly escalated conflicts and examines suitable management strategies. The study concludes that trivial conflicts are common in physical education classes, that teachers use different strategies to manage them, and that this issue is dealt with differently at the organisational level. This preliminary model can be improved through further empirical research that compares different school forms and levels of education at the national and international level.
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A Mobile Suitcase for Informatic Teachers Related to the “Digital” Didactic Goals of the 21st Century
63-70Views:282This study deals with the optimal equipment of a mobile case for computer science teachers, which offers the possibility to teach the skills of the curricula from primary to high school of the 21st century. First, the Single Board Computers (SBCs) in question are filtered out from previous studies and the accessory parts required are determined through a quantitative market analysis. Then, by combining the results with a qualitative analysis according to Mayring, the degree of curricular coverage of individual accessories is determined and binarized. Afterwards, the optimal equipment of the mobile case is evaluated and established based on the cost overlap by horizontal summation and vertical inclusion of the necessary accessories after recording the prices and the budget. The results were clearly presented in network diagrams and lists. This study thus provides computer science teachers and computer science professors with a budget-dependent basis for making decisions about the contents of a mobile case for computer science lessons or a computer science laboratory for learning the skills of the curricula from primary to high school of the 21st century. The study closes with a summary and an outlook.
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Correlation Between Educational Performance, Family Background and Settlement Type in Covasna County, Romania
62-69Views:379In social sciences, a more sophisticated way of examining students' school performance, based on the combination of school and family factors, is becoming increasingly popular. Important indicators of schools operating in a given territorial and societal context can be obtained both at student and institutional levels if territorial characteristics are included. In our research we examine the correlation between family background and performance, and investigate the settlement type where the proportion of students from low SES schools is the highest. At the same time we are also curious whether there is a greater chance of resilience in smaller communities. Our results show that the majority of students from low SES schools study in small settlements, but resilience is clearly not more typical in smaller communities.
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Children’s Literature in Transcarpathian Schools for Teaching English as a Foreign Language
108-120Views:463Since the origins of formal foreign language teaching, literature has always played an important role. Currently, modern language teaching trends suggest starting foreign language learning as early as possible; thus, the use of children’s literature in foreign language teaching is undergoing a revolution. This situation encouraged us to examine the use of children’s literature and the attitude of foreign language teachers to it. This article focuses on primary and secondary school English language teachers in a western county of Ukraine (N = 118). The results of the qualitative research revealed that the teachers’ general attitude to the use of children’s literature is positive; they are aware of their advantages but still avoid using these materials. Most teachers do not apply children’s literature in their foreign language teaching because the school curriculum is too congested and fast-paced, they do not have access to appropriate authentic children’s literature, or they were not taught how to utilize authentic children’s literature during their university years. Results suggest that teachers should be encouraged to use children’s literature, though there is no universal solution. The first suggestion is for schools themselves to support teachers, but it would be a significant step forward if this approach were also to be taken in in-service training.
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Teaching English for Students with Special Educational Needs During the Pandemic
20-31Views:416This research aimed to examine the impact of distance learning on SEN students’ English language education, parental involvement in the education of these children, as well as the ICT tools used for their development. There is little information about the difficulties and trials these students and their teachers had to face during the COVID-19 epidemic. Moreover, parental involvement plays a significant role in school performance, but there is little information about how this was realized during distance learning. We assumed that the biggest problem was the transition from face-to-face education to the online sphere. To examine this, we conducted semistructured personal interviews with elementary school English teachers from north-eastern Hungary. The most important result of our research is that during this period only a few SEN students could receive special, individual lessons, and differentiated education was implemented to a somewhat limited extent. To conclude, more programs should be created that meet the different needs of SEN to properly educate these children, and that as many development specialists as possible, who could provide group or individual lessons, should be recruited.
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Horizontal Segregation as a Consequence of Hidden Curriculum in Primary School
112-119Views:404Much of the special literature deals with examining textbooks, and during their analyses the underrepresentation of women in the world of teaching aids always comes out. The National Curricula (1995, 2003, 2007, 2012, and the new draft of the NC) serve as the basis for writing textbooks, thus it would be worth starting the examination of horizontal segregation according to gender here. In the current study, the goal is to identify and to map theoretical dimensions. This research introduces female education and stereotypes of women in Hungary, their theoretical background as regards horizontal segregation according to gender, and also introduces „hidden curriculum”. Horizontal segregation according to gender in higher education is easily seen, the goal of this study, however, is to examine its presence in primary school education through the teaching of three subjects: music, history, and physics. This dissertation is the first step in the research which furthers the mapping of the theoretical background.
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The Use of Interactive Teaching Aids by Special Education Teachers in Teaching Science to Students With Autism Spectrum Disorder (ASD)
Views:256This study explores the use of interactive teaching aids by special education teachers in teaching science to students with autism spectrum disorder (ASD). It identifies effective tools, challenges educators face, and strategies for optimizing their use. Research questions focus on commonly used aids and barriers to implementation, given the need for inclusive and tailored educational approaches. Existing literature underscores the benefits of interactive teaching aids for students with ASD, particularly digital tools like interactive whiteboards, tablets, and digital storytelling. These resources enhance engagement, support visual and kinesthetic learning, and improve social interaction skills. However, challenges persist, including insufficient teacher training, limited access to technology, and the need for individualized adaptations. A qualitative methodology was employed, involving semi-structured interviews with 10 special education teachers. Thematic analysis using NVivo software provided insights into teacher experiences. Findings indicate that interactive teaching aids improve engagement and comprehension but are hindered by resource constraints, technical issues, and variability in student attention. Despite widespread recognition of their benefits, research on the specific application of interactive teaching aids in ASD science education remains limited. The long-term impact on learning retention and tool adaptability across contexts also requires further investigation. This study concludes that interactive teaching aids significantly enhance science education for students with ASD. Addressing barriers through targeted training, better resource allocation, and regular maintenance is crucial. Future research should explore long-term effects and optimize strategies for integrating these tools in diverse educational settings.
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Attendance Without Presence: Measuring Cognitive Class Avoidance Among Students
71-82Views:485While the term “school absenteeism” refers to a student’s withdrawal from the reach of classroom instruction, we explicitly opt for the term “class avoidance.” Existing studies on this phenomenon have primarily dealt with unauthorized physical absence from class. However, in our contribution, we extend the scope to cognitive absence. The behavior of students who are physically present but cognitively disengaged has largely been neglected in educational research thus far. This deficit stands in contrast to the widely accepted importance of cognitive activation in the classroom. The core of our contribution consists in the presentation and the construct validation of a newly developed scale for measuring cognitive class avoidance (inattention in class). We evaluated this measurement instrument in a cross-sectional study with a sample of 171 seventh- to ninth-grade students (M = 14.3 years, SD = .94). Our data confirmed a theoretically founded g-factor model. The results of the analysis point to a limited prevalence of cognitive class avoidance. Such forms of behavior were significantly more frequently reported by boys than by girls, however.
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Parental Assistance with Assignments – Types of Parental Involvement in Homework
25-36.Views:626The present study analyses – using qualitative methods – parental involvement in children’s homework, the forms of parental involvement and the types of parents in the studied area, emphasizing the decisive role of parents in the educational life of their children, using the sample of several rural settlements in Szeklerland. By focusing on the rural context, this research contributes to the existing literature by offering a more nuanced understanding of parental involvement, potentially uncovering challenges and strategies that are unique to rural communities. The literature lacks a parent typology based on qualitative research. The most common types of parents are: “aversive”, “ ambitious “, “partner”, “accountable”, “networking”. The benefits of parental support for children’s learning at home have been widely emphasized by experts in recent research. Active parental involvement has a positive impact on student achievement and learning. It also gives parents a better insight into school life and enables them to develop a partnership with the teachers.
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Linguistic Socialization and Identity in Ethnic Hungarian Deaf Families in Romania
46-54Views:354Ethnic minority Deaf people form a social group whose members often share complex and multiple cultural backgrounds. This research explores linguistic socialization and identity development in ethnic Hungarian Deaf families living in a multi-cultural region of Romania, examining the identity related aspects of the family formation and the transmission of identity to children in ethnically homogenous (Hungarian) or heterogeneous (Hungarian-Romanian) families founded by Deaf spouses. Methodologically the research is based on survey among members of the ethnic Hungarian Deaf community in Bihor County and their ethnic Romanian spouses, career interviews with Hungarian Deaf Special School graduates and family case studies of two or three generation Deaf families. The research results reveal that the ethnic homogeneity of Deaf family partners is a key factor in handing down to children the Hungarian ethnic-national identity and the Hungarian sign language / oral language knowledge. The research findings also highlight the fact that within family interactions involving three generations where Deaf and hearing, ethnic minority and ethnic majority family members are present, specific, multifaceted communication models may prevail, and pathways and modes of identity transmission with particular characteristics may occur.
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Investigating the patterns of syntactic complexity predicting high-quality writing: a corpus-based study of the written text production at the B2+ English Language Exam at a Hungarian University
Views:100This pilot study explores the predictive role of syntactic complexity in assessing L2 writing proficiency, with a focus on its potential contribution to validating a high-stakes English language examination. Drawing on prior research that highlights the importance of syntactic complexity in writing evaluation, the study aims to identify specific syntactic measures that reliably distinguish between low-rated and high-rated L2 texts. The analysis is based on a corpus of written texts for the B2+ level for so-called 'Basic' English Language Examination (BLE) administered at a Hungarian university. Although labeled "Basic" the BLE represents a mandatory proficiency examination (B2+ level according to the CEFR) required for academic advancement. Rather than examining inter-rater reliability, the research centers on contribution to validation by investigating linguistic features associated with rated writing quality. Grades assigned by human raters were used solely to group texts and build the corpus for analysis. A total of 60 syntactic complexity indices were extracted using the Multidimensional Analysis Tagger (MAT) (Nini, 2019) and the Coh-Metrix 3.0 software package (Graesser, McNamara & Kulikowich, 2011). These indices include measures of clausal, phrasal, and overall structural complexity. The findings are expected to inform ongoing validation efforts for the BLE and contribute to more robust, evidence-based practices in L2 writing assessment by identifying linguistic patterns that correlate with writing proficiency.
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The Profile of Children Diagnosed with ADHD in Bihor County. Descriptive Data
98-111Views:415Although the topic of the profile of children with Attention Deficit Hyperactive Disorder (ADHD) is important for those involved in therapy or teaching, we found very few studies focusing on Romanian populations, and those targeting the North-Western region (Bihor County) are even fewer. ADHD is the most common childhood disorder (Aman et al., 1998), and it is important not only to know and understand the symptoms, but also to pay attention to the cultural specificity of the ADHD diagnosis, if it is possible. We conducted a documentary analysis, aiming to identify the profile of children diagnosed with ADHD in Bihor County and in this regard, we analyzed 196 files registered at the Municipal Hospital from Oradea in 2015. We focused on the demographic data, the symptoms, the comorbid disorders, the treatments, the school environment and type. Our findings confirmed that boys diagnosed with ADHD are more numerous than girls, and we also found significant differences between children depending on their ADHD core symptoms.
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Scouts' and educational stakeholders' perceptions of integrating scouting methods into formal education
98-109Views:1013Scouting is a non-formal learning environment which implies a form of learning that is “less organised than formal learning, but still consists of planned activities and educational objectives. It is also seen as being more concerned with action, and learning by doing from experience; and more holistic, with a particular focus on developing social and emotional skills” (Bridwell et.al., 2015: 27). The Scouting Method used relies on the concept of experiential learning or learning by doing and combines it with other educational elements such as the symbolic framework, team or patrol system, gamification elements such as the badge system (Christians 2018) and active learning or personal progression so that each young person is “consciously and actively involved in his or her own development” (WOSM 1998: 47). The present paper aims to explore scouts' and educational stakeholders' (teachers and scout teachers) beliefs and opinions regarding scouting methods and the way these methods could be integrated into the formal learning environment. Qualitative and quantitative methods of analyses were used to examine and interpret the results gathered through an online questionnaire. Results show that all respondents have a positive attitude towards scouting and the methods used within their activities and they would encourage others to join the association. Even school subjects have been identified which could serve as bridging points between non-formal and formal educational situations.
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Big Brother Mentoring in the Let's Teach for Hungary Program
114-141Views:434The number of mentoring programs within the framework of schools is increasing both internationally and domestically (Raufelder & Ittel, 2012; Fejes et. al., 2009). Besides traditional mentoring, the role of peer mentoring (Miller, 2002) has also come to the fore in recent years. In our study, we focus on cross-age peer mentoring (Miller, 2002; Sipe, 2005), where older youth mentor younger youth. One example of this in Hungary is the Let's Teach for Hungary (LTHMP) mentoring program, where undergraduate students mentor primary school students. In our research, we studied mentors at the University of Debrecen who had completed at least two semester-long cycles in the program. We were curious about how the COVID-19 pandemic period affected mentoring, so we examined the transition of a mentoring program based on a personal meeting to online mentoring, and its pivotal points, advantages, and disadvantages. As a method, we used qualitative interview analysis, during which we worked with semi-structured interviews, recorded in the spring of 2020 and 2021 – during the global pandemic situation – with a total of 50 mentors. The content analysis of the interview texts was performed based on the codes formulated based on the theory, and the emic codes emerged in the interviews (Creswell, 2012). Our results show that mentors can be grouped into different types based on their attitudes towards online mentoring. Overall, the digital transition has been a big challenge. The biggest problem was the lack of equipment. The issue of age has been also an important factor in terms of the sense of digital comfort. We noticed the phenomenon of Big Brother Mentoring and the importance of chameleon mentors. Our research, which can fill a gap, highlights both the challenges and benefits of online mentoring. In addition, we can also contribute to the effective and successful operation of the Let's Teach for Hungary Mentoring Program.
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Teachers’ Practices in Fostering Children’s Critical Thinking at Pre-Primary Level in Kongwa District
1-9Views:344Critical thinking skills is one of the most important 21st century skills and one of the most vital indicators of the quality of education children are receiving. In enhancing these important skills, it is very important to unfold teachers’ practices in fostering children’s critical thinking skills. Therefore, this study investigated teachers’ practices in fostering children’s critical thinking skills in pre-primary level in the Kongwa District of the Dodoma Region, Tanzania. The study employed a qualitative research approach with a phenomenography research design. The total sample of the study was 35 respondents, selected through the criterion purposive sampling technique. Data were collected through in-depth interviews and classroom observation. Data analyses were done through the thematic analysis framework of Braun and Clarke (2021). The findings revealed that teachers’ practices which include teachers’ preparations, the use of instructional strategies, social activities, teaching and learning materials, and creating classroom learning environment helps children to think critically. The study recommends the quality assurers should maintain monitoring and supervision of teachers’ classroom practices in promoting the critical thinking skills of children.
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The Effectiveness of the Let’s Teach for Hungary Mentoring Program
150-160Views:293The situation of disadvantaged students has been a problem in the field of education for decades, -so much so that several disadvantage-compensation programs have been set up in an effort to reduce its effect. This includes the mentoring process, the primary purpose of providing support and assistance to younger individuals. The subjects of the research are the 7th grade students participating in the Let’s teach for Hungary mentoring program. The questionnaire survey was conducted in the autumn of 2019 (n=585), during which I focused on the children’s expectations of the mentoring program, their learning difficulties, learning motivations, and their plans for further learning. Classifying students in clusters based on their motivations, highlights the fact that the range of participants is not homogeneous this aspect. The Coronavirus epidemic has posed a significant challenge to traditional education, and the opportunities offered by personal mentoring have been pushed into the background over the past year and a half. Educators and students alike have struggled through the transition to digital education (Kristóf, 2020). Attendance mentoring was forced to continue in the form of distance mentoring. In my current research, I examine the existence of distance mentoring, the exploration of experiences, and the preparedness of the participants in the Teach for Hungary program. Data collection began in December 2021, and the query process is still ongoing. I carry out the survey using a mixed-method. I collect quantitative data among students with the help of questionnaires, which focus on the experiences, opinions and readiness of the children. In addition, I use a qualitative, interview-based research method that provides an understanding of more comprehensive experiences. I conduct interviews with educators, mentors, and mentored students. The subjects of the research are primary school students (8th grade students), mentors and teachers of a small settlement in Hajdú-Bihar county and Szabolcs-Szatmár-Bereg county (n=60 people). The research results can serve as feedback to the participants on the success of work done during distance mentoring. The results obtained can also serve as feedback for the Let’s teach for Hungary program because the program can be developed in the future from interviews.