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• Social Mobility through Education: Lifelong Learning and the Roma-Minority in Selected Central and Eastern European Countries

  58-69

  Andrea Óhidy

  Views:

  227

  Education plays a central role in supporting or impeding social mobility (Bourdieu & Passeron, 1974; Fend, 1980, 2006). The disadvantaged social and economic situation of the biggest part of the Roma minority (not only) in Central and Eastern Europe is usually seen as the main reason for their low educational attainment and success. And vice versa: the poor educational results are considered the main reason for their social deprivations. Therefore, education and lifelong learning have become the main strategy for improving their situation, especially since the ´Europeanization of the Roma issue` (Ram, 2015) through the European Union. Today, Education and lifelong learning are now the centre of EU-policies for achieving political and economic goals, like economic growth and social cohesion (Óhidy, 2008, 2009). This article analyzes the problems faced by and opportunities presented to the Roma people in selected Central and Eastern European countries, problems and opportunities arisen in the years up until 2020, regarding social mobility through education. In its analysis, this paper focused on the similarities. The article is based on 5 country studies from 2019, written by experts from the Czech Republic, Hungary, Poland, Romania and Slovakia (see Óhidy & Forray, 2019). The study uses the evidence from the country studies from Markéta Levínska, Dana Bittnerová & David Doubek, 2019 (Czech Republic), Julianna Boros & Eszter Gergye, 2019 (Hungary), Agnieszka Swietek & Wiktor Osuch, 2019 (Poland), Aurora Adina Colomeischi, 2019 (Romania) and Rastislav Rosinsky, 2019 (Slovakia) to explore the similarities in challenges, to increase the participation and success of Roma people.

• How Do University Students Get Relevant Information?

  67-79

  Dóra Szabó

  Views:

  228

  The 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.