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• Social Integration of the Former Transcarpathian Students of the Balassi Institute

  82-89

  Katalin Pallay

  Views:

  342

  In the present study, we examine the social integration of former Transcarpathian students who participated in the university preparatory training of the Balassi Institute. Social integration plays a major role, both among mobile students settling in the destination country and in the sending country. Despite the fact that Hungarian students from Transcarpathia have the same linguistic and cultural background as their motherland, their integration into Hungarian society is often hampered: migration often involves giving up home connections, and the success of building new ones is unpredictable. Successful adaptation to the social environment of the destination country is not always an automatic mechanism. Our research was conducted using a questionnaire method. In the survey, we sought to answer the question of where the former Transcarpathian students participating in the preparatory training of the Balassi Institute settled after completing their studies and how they managed to integrate into the society of their place of residence. We compare the social integration of people returning to Transcarpathia, settling in Hungary and living abroad. In summary, we would like to present the results of the survey.

• A schema social circle of Indonesian students in higher education

  143–158

  Hesti Miranda

  Valeria Markos

  Views:

  21

  Social circle is one of the issues that we must address. It emerged as a significant social phenomenon because members joined based on their shared interests, rather than proximity or assigned ranks. It changes based on individual needs and the environment. This research aimed to expand the Indonesian community that studies abroad socially, specifically within their social circle. It is also a goal to explore students' social circle strategies as they learn within Hungary's higher education system. Quantitative pilot research was employed in this study. Convenience sampling was used. A questionnaire was administered to Indonesian students to collect data from 22 per cent (N=47) of Indonesians who studied in Hungary. The Indonesian student was the one who held a Stipendium Hungaricum scholarship. All of them come from different educational backgrounds and programs. The results revealed that most of respondents are members of home country student associations. Among various social background variables, educational attainment emerged as the sole significant determinant of multi-organizational membership. Other result is among the identified clusters, there is one that represents new types of motivations including relationship-building motivations, among Indonesian students. These findings highlight the pivotal role of informal, peer-driven networks in the social integration of Indonesian students, superseding formal university-led initiatives. Universities should implement policies that actively promote student satisfaction by facilitating access to identity-affirming and interest-based student organisations, while ensuring the affordability of participation through low-cost or subsidised social programs to guarantee inclusivity and accessibility for all students.

   

• “Student success is not an individual achievement” – Motivation and teacher education in the digital age

  133–142

  Magdolna Chrappán

  András Buda

  Views:

  6

  The 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.

• Learning communities in the various settings of lifelong learning

  162-171

  Edina Márkus PhD

  Ágnes Engler

  Judit Kerülő

  Peshawa Bibani

  Gábor Erdei

  Erika Juhász

  Views:

  5

  This paper examines the role and functions of learning communities across different contexts of lifelong learning, focusing on higher education, vocational education and training, learning in later life, and cultural learning environments. Drawing on sociocultural learning theories and the concept of communities of practice, the study interprets learning as a socially embedded process shaped through participation, interaction, and shared meaning-making. The paper applies a conceptual and interpretive approach to explore how community-based learning manifests across diverse educational and cultural settings. The analysis highlights that learning communities extend beyond formal educational institutions and constitute important spaces for knowledge creation, social participation, and identity formation. In higher education, they foster student integration and intergenerational learning; in vocational education, workplace environments function as collaborative learning spaces supporting professional socialization; in later life, community learning contributes to active ageing and social inclusion; while cultural institutions provide alternative arenas for non-formal and informal learning. The findings suggest that learning communities represent a key framework of lifelong learning by strengthening the social embeddedness of knowledge and supporting participation and personal development throughout the life course.

• From Ukraine to Hungary:  A Specific Case of Student Mobility

  101-103

  Zsuzsanna Sütő

  Views:

  237

  Bibliography of the reviewed book: Pallay, K. (2024). Mobility, career development, integration. Mobility, career development, integration. Students of the Balassi Institute in Transcarpathia]. University of Debrecen Centre for Higher Education Research and Development (CHERD).

• Third Culture Kids: Growing Among Worlds by David C. Pollock & Ruth E. Van Reken

  161-163

  Hasene Gundogdu

  Views:

  998

  Bibliography of the reviewed book: Pollock, D., & Reken, R. (Revised Edition 2009). Third Culture Kids: Growing Among Worlds. Nicholas Brealey Publishing.