The life and work of Endre Tóth (1899–1970), a reformed theological professor and church historian, first in Pápa and later in Debrecen, is a unique Hungarian 20th-century intellectual destiny. While his quiet character made him averse to official duties, the troubled historical circumstances forced him to hold serious church offices for decades. He held various posts at the Reformed Theological Academy of Pápa and the Transdanubian Reformed Church District from the mid-1920s for two decades, then became professor at the Faculty of Theology of the University of Debrecen between 1947 and 1950. He was then professor at the Reformed Theological Academy, after the Theological Faculty seceded from the State University and  operated under the Reformed College, and dean for a decade from 1948. It is also thanks to his wisdom and humility that the pastoral education in Debrecen, while maintaining its former academic quality, has survived perhaps the most difficult decade in its history without serious losses. Under the direction of Endre Tóth, in 1950 the separation from the state university, the move to the college, the admission of theology students from Sárospatak after the nationalization of schools, and the processing of the upheavals of the 1956 events took place, while the Transtibiscan District changed bishops twice (when he arrived in Debrecen, Imre Révész, his predecessor at the department, was still the bishop; after 1948, János Péter, and from 1957 Tibor Bartha was the bishop). In addition to his work as head of an institution, he also performed educational and scientific activities as a church historian.

In this study the authors aim is to present the discussions and changes in the history of the Catholic Theological Faculty between 1635 and 1950.  

In 1950, the state socialist government of Hungary decided that the education of Roman Catholic, Reformed and Lutheran pastors could no longer be provided within the framework of the state universities, so the Evangelical-Lutheran Faculty of Theology in Sopron had to be separated from the University of Pécs within a few months and a (nominally) church-funded pastoral education institution, the Evangelical-Lutheran Theological Academy, had to be organised. An important part of this process was the selection of the academic staff members, which I would like to present in the memoirs of Dean Károly Karner. This source, on the one hand, provides a good summary of the events that took place in the autumn of 1950, and on the other hand, it was intended to underpin the legality of the dismissal of Professor Lajos Jánossy, and thus, although the document is undated, it can be placed in the context of a church rehabilitation process of Jánossy that took place in 1956/1957.

Halle’s appeal in the 18th century was due not only to its university, but also to the institutions of the Francke Foundations. The so-called “orphanage” was originally intended to take care of children, but it was successively expanded into schools at different levels. Two inventions made Halle attractive: the free canteen and the fact that orphanage schools employed university students as teachers and provided training for them. The orphanage thus had access to a large and cheap teaching staff, and the informants gained experience as well as being able to finance their university studies. It was therefore a place where talent and diligence could flourish. These social and pedagogical measures contributed greatly to the rise of the University of Halle. When the institutional system was fully developed and the written evaluation of informants became systematic, informative files were also produced on people who later played a decisive role in the history of schooling in Hungary and Transylvania.

From 1935 onwards, students from the Netherlands regularly visited the Debrecen Summer University. Imre Tarnóczy, a member of the board of the International Students' Club in Utrecht, played an important role in recruiting the students and organizing the trip. Tarnóczy, and later Elly Hoekstra, also took the Hungarian language proficiency exam at the Summer University. Some of the students visiting here came from the Dutch Asian colonies. The students attended language and country studies courses, went to the open-air bath, and visited the Hortobágy and several cities in Northeastern Hungary. The local and national press reported on their stay, and interviews and photos were taken with them. The Dutch did not come to Debrecen during World War II, and we only see them at the Summer University in 1947 again.F

The aim of this study is to present the operation of the Hungarian Communist Youth League (Magyar Kommunista Ifjúsági Szövetség ‒ KISZ) of the Hungarian University of Arts and Design) (Magyar Iparművészeti Főiskola) and its impact on student life. The paper is based ont he author’s basic research in the MOME Archives, and the archival source material is based partly on the documents of the central offices of the university and partly on the documents of the KISZ. Consequently, it is primarily a matter of examining organisational documents; in the absence of ego documents, there was little opportunity to hear the narratives of the participants in student life dominated by the KISZ. The study primarily seeks to answer the question of how and within what framework the Communist Party organisation functioned at the College. On the other hand, it also asks to what extent the ideological framework, which was loosened during the Kádár era, influenced the art students in their everyday lives and how this affected the life of the youth.

The current population of the Earth is 8.2 billion. Although scientific calculations are now available that suggest that overpopulation alone would not be a barrier to sustainability if significant global changes were made (for example, in economic and consumption patterns), the sustainability challenges remain complex and require a comprehensive approach.As learning organisations, universities have a key role in promoting environmental and social sustainability through their teaching and research activities, shaping future generations' attitudes. This research aims to analyse Hungarian higher education institutions' sustainability strategies and measures and explore further directions and development opportunities for strengthening universities' sustainability efforts.In the course of the research, I am looking for answers to the following questions: How sustainable are Hungarian universities today? How are they performing in the light of different ranking methodologies? What are the similarities in current strategies, development directions and operations? What sustainability initiatives are Hungarian universities implementing? What good practices can be identified, and what innovative approaches can be taken to improve sustainability? What could be the role of university libraries and university publishing in the rankings?

The Unitarian College of Cluj (Kolozsvár), the sole Antitrinitarian institution to sponsor students’ peregrination, saw a significant setback in the early 1660s (due to a combination of fire damage, the bubonic plague, and an erosion of discipline). As a result, Unitarian peregrination temporarily “showed a tendency of decline”. From the 1670s, however, Unitarian students were again regularly sent to study abroad at the expense of the parish of Cluj, but before they left, the peregrines had to issue a pledge, a so-called promissory note (reversalis, obligatoria), to the ecclesia, pledging faithfulness and obedience, primarily; a practice also known in other denominations. These notes are usually – and correctly – regarded as formulaic in nature, but they contain the occasional interesting detail, such as the amount of the “scholarship” granted, the duration of enrolment and the required languages to be learned by the sponsored student. This study offers a systematic overview of these details.

Book review

Book review

Book review

Professor József Lóki's book was published on the occasion of the 110th anniversary of geography education in Debrecen. The work provides an overview of the teaching and research work carried out at the department and then at the institute. At the end of each major chapter it presents the biographies, scientific activities and publications of those working there. The volume covers a long period of time, during which the political system changed several times, which was also reflected in ideological issues related to education. The author focuses on the development of student numbers in certain periods, shows how the institute's equipment and infrastructure changed, and how both students and researchers managed to gain recognition at national and international level.

Student organizations – and within them, colleges for advanced studies – play a special role in the life of higher education institutions. These communities offer not only opportunities for talented and motivated students to deepen their academic pursuits, but also convey core values: a commitment to science, a sense of social responsibility, and a persistent drive for intellectual growth. Colleges for advanced studies build bridges between theoretical knowledge and practical experience, between individual ambition and shared purpose – all within a supportive, inspiring environment. Throughout our university years, these communities become spaces where we learn not only to study, but to think, create, debate, and collaborate. This is why such colleges are not merely academic forums – they are transformative communities. They are places where friendships are forged, life-long connections are made, and professional journeys begin. Since its founding in 2010, the Kálmán Kerpely College for Advanced Studies at the University of Debrecen has played a distinguished role in fulfilling this mission. Following the intellectual legacy of its namesake, the College has provided its members with both high-level academic enrichment and meaningful community experiences over the past fifteen years. Its anniversary offers a fitting opportunity to reflect on its history, its impact, and all it has contributed – to individuals, to communities, and, in a broader sense, to the university as a whole.