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Vocational training as a gateway to higher education in the age of digitalization and artificial intelligence
220-235Views:115Digitalization processes, which now seem like a given, and the emergence of artificial intelligence which has been gaining ground since 2022 are becoming increasingly commonplace in vocational education as well. Vocational education, as it has in the past, has opened a potential gateway for individuals to enter the labor market early. By the end of the 20th century, virtually every profession had adopted the opportunities offered by digitalization, either partially or fully. Artificial intelligence, which is gaining ground, is being integrated step by step into the public education and vocational training systems due to the specific nature of individual professions. The rapid development of digitalization and, later, artificial intelligence has induced structural transformations in the labor market and, at the same time, necessitated changes in educational systems. Fundamental didactic concepts have been reinterpreted; whether theoretical or practical, transversal skills are increasingly valued. Labor market expectations today still require unique learning pathways that must also meet international standards. The role of vocational education now extends far beyond its traditional functions, serving as a potential pathway to higher education. The aim of this study is to analyze how technology-based vocational training models contribute to preparing students for higher education, with a particular focus on the competency requirements generated by digital transformation and AI.
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„Késleltetett elhivatottság” - A szakoktatói rekrutáció folyamata és a tanulók erősségeinek feltárása
70-100Views:143The recruitment and training of vocational instructors represent one of the most pressing challenges in the Hungarian vocational education system, simultaneously addressing the need for teacher supply and the attractiveness of the profession. The aim of this study was to explore how students entering vocational instructor training between 2021 and 2024 assess their own strengths along the character dimensions identified by positive psychology, and what changes can be observed across cohorts. The analysis, based on a sample of 221 students, employed descriptive statistics, ANOVA, correlation analysis, and cluster analysis. Findings indicate that students’ strength profiles are generally at a high level, particularly in curiosity, love of learning, kindness, and integrity. Two distinct profiles emerged: a high and a more reserved self-assessment group. The increase in conscientiousness suggests that entrants to the program are increasingly characterized by a strong sense of vocation and responsibility. From a pedagogical perspective, differentiated development strategies are needed, while from a recruitment perspective, vocational instructor training can be positioned as a profession offering value-based, community-oriented, and personal development opportunities.
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Szakoktató szakos hallgatók induktív gondolkodásának fejlettsége
191-209Views:127The labour market expects that beginners have advanced communication, organizational and problem-solving skills, analogical and logical thinking, creativity, interpersonal skills, emotional intelligence, and be assertive and motivated. In professional teacher training, especially with regard to vocational education and training (VET), the role of these transversal competencies is, if possible, even more important, since it will be the task of teachers to develop these competencies of students in VET. In this research, the development of inductive thinking of students in vocational instructor training (VIT) was assessed. The inductive, and within that abstract, thinking of the 60 students participating in the correspondence VIT shows a very diverse picture. We managed to isolate a relatively small group who achieved good results with a small investment of time, so their thinking can be said to be fast and effective. However, there was also a larger group who made full use of the available time but whose inductive thinking was less developed. Both groups deserve special attention from a methodological point of view.
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Mit mutat a szakmai tanárképzés világa? A szakmai tanárképzés hallgatóinak szociokulturális háttere és tanulási motivációi
37-69Views:156The development and transformation of vocational teacher education grounded in university traditions has been analysed by several Hungarian researchers (Ballér 1991; Katona 2015; Orosz 2003; Patyi 2021). There are also studies that trace the evolution of individual programmes—such as engineering teacher education (Holik, Nemes-Németh and Sanda 2021; Horváth 2013), agricultural engineering teacher education (Surányi 2018), and economics teacher education (Antal and Baksa 2013) from their inception to the present day. Beyond historical and structural analyses, research has also addressed the methodological and curricular characteristics of these programmes (Benedek and Szabóné Berki 2011). However, only a limited number of studies have examined the recruitment base of applicants entering vocational teacher training (Szabóné Berki 2015; Engler et al. 2017; Máté-Szabó 2019). More recently, scholarship in the field has shifted towards VET-pedagogical perspectives and methodological renewal (Rádli 2011; Tóth 2012; Szabóné Berki 2015; Tordai 2015; Holik 2016), as well as institutional case studies (Bacsa-Bán 2014; Tóth 2011; Nagyné 2024). The aim of this study is to provide a comprehensive overview of the sociocultural background, prior educational pathways, and learning motivations of students enrolled in Hungarian vocational teacher education. Our research examined 215 students across four study programmes: agricultural engineering teacher, health teacher, economics teacher, and engineering teacher education. Findings show that vocational teacher training predominantly enrols adult learners who typically possess multiple degrees, substantial professional experience, and a stable family background. The study also explores geographical access to programmes, students’ satisfaction, and their attitudes towards learning. Regarding learning motivation, two key dimensions were identified: emotional–self-realisation motives and external, instrumental drivers. Results indicate that family status exerts a significant influence on intrinsic motivation; single students demonstrate substantially stronger knowledge-acquisition and self-development intentions compared to married or divorced peers.
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Miért lesz valakiből szakoktató? - A szakmai tanárképzés rekrutációjának és motivációinak feltárása
101-121Views:144The study aims to explore the recruitment patterns and motivational backgrounds of students entering vocational teacher education. The research focuses on part-time vocational teacher students at Dunaújváros University, who come from various industrial sectors. The empirical survey was conducted in spring 2025 through an online questionnaire, completed by 100 respondents. The questions addressed the reasons for choosing the teaching profession, the relationship between professional experience and motivation, and attitudes towards the teaching role. The findings reveal that students are primarily motivated by a commitment to knowledge sharing, professional growth, and a desire for a stable career. At the same time, some responses indicate uncertainty about the prestige and practical challenges of the teaching profession. The study contributes to a deeper understanding of recruitment trends in vocational teacher education and may serve as a basis for improving the content and support elements of teacher training programs.
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Szakmai tanárképzés a Debreceni Egyetemen: egy kutatás tapasztalatai − A szakválasztás háttere, okok, indítékok és outputok
122-152Views:285In our study, we examine the characteristics of professional teacher training programs at the University of Debrecen, the career motivations, training experiences, and future plans of graduates and current students, with the aim of better understanding the motivations for participating in professional teacher training, the experiences of participants, and their attitudes toward a career in professional teaching. We used an online questionnaire for data collection, which was based on a measurement tool from previous research by Barbara Máté Szabó and Edina Márkus. We modified a few points in the basic questionnaire and also included the FIT-Choice scale to measure career choice motives. The vast majority of respondents obtained their degree(s) at the University of Debrecen. According to our results, respondents chose their career path based on internal motivation, interest in the profession, and commitment, rather than external pressure or as a last resort. Our results partially confirm previous analyses conducted on Hungarian samples, namely that intrinsic motivations are decisive in choosing a teaching career.
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A szakmai tanárképzés átalakuló mintázatai Magyarországon: Tendenciák és összefüggések a jelentkezési adatok alapján öt szak összevetésében
15-36Views:145The study examines the recruitment trends in Hungarian vocational teacher education between 2016 and 2025, focusing on five key programmes: agricultural engineering teacher, health sciences teacher, economics teacher, engineering teacher, and social studies teacher education. Using quantitative time series analysis based on the publicly available felvi.hu database, the research explores changes in the number of applicants and admitted students, trends in first-choice applications, and shifts in gender distribution among students. The results indicate a general but varying degree of growth after 2022, which was particularly strong in the fields of economics, agriculture, and engineering. Distinct patterns emerge across the examined disciplines: while health and social studies programmes remain female-dominated, engineering teacher education continues to be characterized by a high proportion of male students. Overall, the 2016–2025 period reflects a partial restoration of prestige in vocational teacher education.
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Szakoktató jelöltek digitális kompetenciái
177-190Views:137The paper examines the digital competences of vocational technical instructor with a self-developed questionnaire, which is used as part of the new admission procedure for applicants to the vocational technical instructor (BSc) program, introduced from 2021. The sample consists of responses from applicants for admission in three academic years. The questions of the research were: 1. What are their ideas about and future plans for learning?; 2. What is the level of deve-lopment of their digital competencies? The results of the research contribute to the continuous renewal of the educational strategies of technical instructor stu-dents and the development of the methodology of higher education. The results of their attitudes towards the use of IT tools contribute to the evaluation and, if necessary, the transformation of existing forms of learning organization. The results of each dimension of digital competencies determine the introduction of new digital methods.
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Lemorzsolódás - Magyar tapasztalatok a szakiskolai képzés területén
103-124Views:413Az alacsony iskolai végzettséggel rendelkezők aránya továbbra is jelentős Magyarországon, ami nemcsak megnehezíti számukra a jelenlegi munkaerőpiacra való belépést, hanem hosszú távon tartósan kiszorulnak onnan. A növekedést kiváltó egyik leggyakoribb ok a lemorzsolódás. A megelőzés, mint meghatározó intézkedés választ adhat erre a problémára. A tanulmány a középiskolai lemorzsolódás kérdéskörére fókuszál kérdőíves felmérés és félig strukturált interjú módszereket alkalmazva. A tanulmány célja, hogy feltárja a szakképzésből való lemorzsolódás körülményeit, valamint a kompenzációs intézkedésekhez kapcsolódó eredményeket. A kutatás eredményei rámutatnak az iskola és a család jelentős hatására, beleértve a korábbi iskolai tapasztalatokat, a lakóhelyet és a munkaerő-piaci helyzetet. Az eredményekből levont következtetések gyakorlati módon foglalkoznak a témával, és lehetőséget adnak egy esetleges cselekvési terv kidolgozására a lemorzsolódás megelőzése érdekében.