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Why do individuals choose a career in music? A Systematic review of socialization-, motivation-, and identity-based factors
119-132Views:113The process of choosing a career in music is a complex and multifaceted phenomenon that requires the integration of motivational, socialization-based, and identity-oriented perspectives for its comprehensive understanding. The aim of the present systematic literature review is to identify and synthesize empirical studies examining music career choice, particularly within the context of professional higher music education, in relation to identity formation, the quality of motivation, and career-orientation decisions. The review includes 20 studies published between 2003 and 2025, representing considerable methodological heterogeneity as well as broad geographical and cultural diversity. Based on the thematic analysis, four overarching thematic domains were identified: (1) socialization and environmental factors, (2) motivational structures and career intentions, (3) identity development and identity conflicts, and (4) the influence of institutional and educational contexts. The findings indicate that, in music career choice, musician identity generally takes precedence over teacher identity, while extrinsic motivational factors play a significant role in decisions to pursue music teaching careers. Furthermore, early socialization experiences—particularly the influence of parents and first instrumental teachers—have a long-term impact on career orientation. The review also highlights that higher education institutions do not always consciously exploit their potential role in shaping professional identity. Effective interventions therefore require multi-level, developmentally oriented approaches, including the provision of early teaching experiences, the strengthening of mentoring practices, and the introduction of portfolio-career perspectives.
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Fair Data: History and Present Context
45-53Views:798In this paper, we discuss FAIR Data, why it exists, and who it applies to. We further review the principles of FAIR data and how they are managed in research centers. We also discuss the types of problems that researchers encounter, and what an information professional can do to assist them. At present, the vast majority of centers subscribe to the FAIR principles. However, both center and researcher face the arduous task of understanding, managing, and implementing the model. They must know data formats and standards. For a correct description and to facilitate data retrieval and interoperability, they must know about different types of metadata schemas. They must know about digital preservation and specific aspects of knowledge and information management. In addition, there are also ethical issues, intellectual property, and cultural differences. All these controversies translate into extra workload for researchers, who only get a return in the form of citations. It is critical to note that these information professionals can play a key role in the proper management of research data, and can help achieve the objectives described in the principles: making data findable, accessible, interoperable, and reusable.
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The Epistemic Cultures of the Digital Humanities and Their Relation to Open Science: Contributions to the Open Humanities Discourse
1-7Views:457The epistemic cultures approach exposes the different ways knowledge production channels are built up among the various fields of study. In revealing these differences, the fragmentation of science can be clearly seen. Digital humanities is one such field. It is an inter- and transdisciplinary field, composed of diverse epistemic cultures and marked by distinct knowledge production practices. In the current landscape of scholarly communication, namely the open science paradigm, open practices have been at the forefront of conversation and research. The discourse’s true focus, however, is more along the lines of the epistemic cultures of the hard sciences, meaning that it does not fully consider other domains of knowledge. Thus, through a literature review, this study aims to frame the digital humanities’ epistemic cultures in the discourse of open science. The conclusion is, a conversation needs to be had specifically about the openness of knowledge, also considering other epistemic cultures’ diversity of scholarly communication practices. This would include the humanities. While simultaneously opening up this discourse, it is considered that digital humanities can also contribute to its consolidation.
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College Begins in Kindergarten: A Path to Higher Education Through Family-School Partnerships in a K-5 School
1-12.Views:390As income inequality rises in the United States, students from low-income backgrounds and other excluded identities are likelier to remain in the lower income percentile, especially if they do not have college degrees (Kochhar & Cilluffo, 2018). Therefore, a critical approach is to focus on what happens before middle and high school, realizing that early childhood is prime for students to learn about college and their future. This study explored the practices influencing college-going aspirations for marginalized students in a K-5 school that engages teachers and families. The exploration extends the literature on how schools prepare elementary-aged students to develop college-going aspirations. The case study design collected data from observations, an administrative interview, and a document review. Findings revealed social and environmental practices influencing students and families regarding college-going attitudes and aspirations. The results have implications for curriculum and school culture to redefine the postsecondary conversation.
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“Student success is not an individual achievement” – Motivation and teacher education in the digital age
133–142Views:78The 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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A Survey of the Vision of Future the Members of the Football Academies have at the Academies in the Capital City and in the Provinces
97-107Views:321Although research into various dimensions of Hungarian football academies has become more intensive over the recent years, there is still a wide range of questions and problems to be addressed, most of which can be identified in the educational-pedagogical dimensions of the academies. Our present research concentrates on the players of 3 academies in the provinces and 3 in the capital city (N=560). As a method of the research, we opted to use an inventory to collect the answers of the players (Rábai, 2021). We interviewed them about the way they imagine their future and their responses were, at each question, analysed in a comparison of the provinces and the capital. We assumed that there were considerable differences between the two groups, based upon the review and findings of the relevant literature. We found significant differences between the answers of the players of the two groups of academies, primarily in the aspirations to achieve vocational qualifications (p=0,039), the students’ views about their prospects of a professional career (p=0,000) and a career abroad (p=0,047) (Rábai, 2021). Our findings suggest that the majority of the young football players we contacted have a largely positive vision of their future. It especially applies to the students of academies in the capital city. In a number of their responses, students in the capital city provided answers that were highly confident.
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Tools Supporting the Measurement of Fair Play in Sport
75-79Views:439In 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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Strengthening family–school partnerships through research, training and innovation: Reflections from the MTA‑DE‑PARTNERED program
71-84Views:132This study presents the comprehensive findings of the MTA-DE-PARTNERED research and development program, which ran from 2021 to 2025, and aimed to explore and develop the theoretical, empirical, and practical dimensions of family-school partnerships. Within the framework of Epstein’s model of parental involvement, the research examined parents’ educational and learning-support activities at home, school–parent communication, volunteering, participation in decision-making, and community building. Analyses based on a review of the literature, large-scale questionnaire surveys, interviews, and case studies show that patterns of parental involvement are influenced by the child’s achievement, school type, school sector, and social background. The MTA-DE-PARTNERED program placed a strong emphasis on improving teacher training, recognizing that teachers’ preparedness and attitudes play a key role in the quality of the partnership. During the development phase, we created an evidence-based collection of best practices, a university toolkit, and an innovative educational board game based on cooperative. The board game aimed to support the positive development of asset-based attitudes among students and teachers through the simulation of various parental involvement scenarios. The results of the impact assessments suggest that the board game significantly contributes to the development of reflective thinking, a multi-perspective approach, and partnership-centered attitudes. This study shows that strengthening family-school collaboration requires systemic, research-based, and training-related innovations that will, in the long term, contribute to the improvement of student achievement and the development of pedagogical culture.
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English Language Learning Using Literary Texts in the Virtual 3D Space of the MaxWhere Seminar System
18-27Views:261Through this paper, we will provide a brief overview of the 3D virtual library project and a more detailed review of its current application for English language learning. The implementation of the library project makes use of the innovative 3D presentation features of the MaxWhere Seminar System. As an innovative application of the project, we compiled a bilingual learning material for Hungarian students to improve their language skills and competence in English at an advanced level. The complex structure and organization of the learning material is based partially on the hypertextual relationships between entries of selected keywords containing various contexts from different works of world literature. We developed the learning material taking into careful consideration the appropriate characteristics of the hyperlink structure. Our basic hypothesis was that if the bilingual learning material is organized as a more or less scale-free network of interconnected nodes, this might or would result in an optimized and efficient knowledge transfer in the learning process. After the first version of the material had been completed, we wanted to evaluate the overall difficulty of the material. As such, we were using the Google Translate (GT) service to check the proper understanding of a set of selected English language phrases and sentences through their Hungarian translations provided by GT. As a result, we created a more or less scale-free learning material whose linguistic content has been properly checked.