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The role of higher education socialization in shaping students' future-oriented work ethic
111–118Views:8Research on higher education clearly indicates that the institutional environment, as well as the relationships formed with faculty and peers, not only influence academic achievement and the risk of dropout, but also have a significant long-term effect on students' life trajectories, future outlook, future orientation, and even their decisions to remain in a given geographic location (Pusztai, 2011; Bess & Dee, 2012; Sütő, 2021; Sütő, 2025; Demeter-Karászi, 2025). This suggests that higher education institutions do not operate merely as knowledge-transfer organizations, but also as socializing environments that shape students' relationship with work, achievement, and long-term goals. The theoretical framework of our research is therefore grounded in approaches that interpret future-oriented work ethic not exclusively as an individual psychological trait, but as a phenomenon embedded in social relationships and institutional contexts (Berger, 2001; Kuh & Umbach, 2004). Our research seeks to answer what associations can be identified between the characteristics of the social and institutional environment of higher education institutions — in particular, institutional culture, relationships with faculty and peers, and institutional trust — and students' future-oriented work ethic. Our empirical data are drawn from the 2023–2024 survey of the MTA–DE Public Education Development Research Program, a large-scale international database comprising 1,336 respondents. The results indicate that trust-based relationships with both faculty and peers, as well as the perception of a transparent and fair institutional atmosphere, are significantly associated with higher levels of future-oriented work ethic, with perceived supportive institutional culture emerging as the strongest predictor (β = 0.252; p < 0.001). It is particularly noteworthy that the effect of institutional and relational factors persisted even after controlling for social background variables. Our findings thereby corroborate the theoretical stance that future-oriented work ethic is not solely derived from individual attributes, but can be understood as an orientation shaped during higher education socialization through institutional and social environments. This is an especially important finding in light of the growing heterogeneity of the student body, as it suggests that a supportive institutional culture may contribute to strengthening the future orientation and long-term academic success of students from diverse social backgrounds.
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State language and foreign language competence in minority schools: Social and institutional determinants of Ukrainian and English proficiency in Transcarpathia
17–27Views:28This 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.