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Perceptions of University Students on the Role of Roma Student Societies in Higher Education
97-114Views:337As a result of the expansion of higher education, the student population is becoming more diversified, with students who are the first in their families and communities to undertake a university degree. Minorities defined as Roma have been an integral part of Europe since the Middle Ages, but their educational attainment lags behind the general population, and they are still under-represented in higher education. The study analyses the perceptions of mostly Roma students who are on the path of social mobility in their formal education and the non-formal community (Roma student societies) that provides targeted support for their academic progress. The study involved the members of the network of Roma student societies in Hungarian universities in questionnaire format research (N=300, n=182). In this study, the implicit ideas of the participants about the university and the Roma student societies are inquired into, exploring the similarities and differences in the function of the two institutions, and analysing the role of the Roma student society in social mobility. The data were processed using a qualitative analysis strategy, thematic coding. The results shed light on the functions of the university, which is a formal space, and the Roma student society, which is a non-formal socialization space. The university was associated with formal learning and socialisation, while the Roma student society was associated with experiential, action-oriented, non-formal space. The respondents perceived the university, but especially the student society, as a positive experience. Our study reveals the perceptions of the pedagogical programme of the Roma student societies. The Roma student society is compared to the relationships experienced in a family; the Roma student society is seen as a continuum of the sense of security provided by the family. Through the responses of Roma students, this study highlights that non-formal small communities in universities are effective means for the successful advancement of underrepresented groups in higher education, which supports a positive experience of their mobility.
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Student Autonomy, Activity, and Differentiation: Based on the "Learning Menu" Method
87-97Views:76In higher education, managing student heterogeneity and implementing learning organization solutions tailored to individual learning needs are becoming increasingly challenging. This study presents a pilot methodological development based on the use of a method called the “learning menu” at the Faculty of Education for Children and Special Educational Needs at the University of Debrecen, within the framework of the course titled “Active Exploration of the External World.” The goal of this development was to create a learning environment that simultaneously supports differentiation, student autonomy, and active learning. The learning menu was designed to allow students to choose from a variety of tasks of varying difficulty levels, tailored to different learning styles and preferences. The method allows for individualized learning paths while ensuring that common goals are not lost. The study presents the theoretical background of the method, its practical implementation. The feedback and the reflections of the involved students and the instructors are also presented. The results suggest that the learning menu contributed to increased student activity, motivation, and autonomy, and supported differentiated learning organization even in larger student groups. Based on these findings, the method shows promise for adaptation in other teacher-training courses; however, its implementation requires careful planning and significant preparatory work on the part of instructors.
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TIME FOR TEACHERS AND STUDENTS TO TAKE MORE CONTROL OF LEARNING
85-90Views:398The article focuses on the idea that it is time that teachers and students take control of their own learning, that education must be transformed and aligned with the realities of the 21st century. One way to take ownership of our own learning is student-centered teaching and learning. In this process several elements are important: constructivist activities, metacognitive reflections, student and professor partnerships, collaborative/cooperative efforts, authentic assessments, active and on-going student engagement in the work to learn, explicit teaching of important skills, student control of at least some of their learning, peer and professor/teacher feedback, and learning-based, to a large extent, on student effort.
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SUPPORTING A STUTTERING STUDENT AT SCHOOL
91-104Views:609Stuttering is a disability of tempo and rhythm in the speech that students, special education teachers, and speech therapists face in their daily work. Previously, stuttering has been researched from the perspective of speech therapy and speech therapists. This research is however based on the opinions of the youngsters in question. One percent of the population are considered stutterers as per Guitar’s (1998) theory — which would mean that in Estonia, approximately 1,500 students are stutterers. Students spend a large and valuable part of their day and leisure time at school. It is therefore essential that teachers and advisors are aware and competent in providing support to stuttering students as needed. These students do not receive enough support and attention, as stuttering is considered a disability that does not distract teachers from doing their job. It can be assumed that teachers do not change their methods and systems in evaluating a stuttering student. It is nevertheless crucial that the student with the impediment feels safe and good at school and can express their thoughts in speech. The aim of this research is to find out how stuttering students cope in their school environment. The research also focuses on the experiences of teachers and support specialists in order to understand their cooperation when assisting a stuttering student.
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Bridging the Gap: Enhancing Communication and Productivity in Academic Relations – Emphasis on the Professor-Student Relationship
85-99Views:338This study highlights challenges in communication between students and academic teachers. In addition, it describes how the university working environment, with its positives and negatives, influences professors' working productivity. As part of a research project, interviews were conducted with lecturers from higher education institutions in Hungary and Montenegro. The respondents were asked about their teaching methods, experiences in common communication, and collegial, and administrative problems that cause stress. Through the interview method, this article provides a view from the inside of the academic individual personalities representing sometimes hidden perspectives of the collective. The study shows the importance of a proper professor’s approach to students and a healthy educator-student relationship. This research contributes to illuminating the multifaceted dimensions of communication in modern educational environments, as it provides a better view of the academic environment and helps in determining better ways of obtaining professor-student productivity.
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Exploring the Efficacy of Student Community Service Programs (KKN) in Higher Education Institutions: A Case Study in Indonesia
77-89Views:335Every university student in higher education is required to take part in Kuliah Kerja Nyata, what is a study service program, according to the curriculum in higher education in Indonesia. Kuliah Kerja Nyata (KKN) was appeared in a decree from the Department of Higher Education for the first time in 1973 (Kisnawat, 2009). In this study we present the origin of Kuliah Kerja Nyata and its policies implemented in the university, a description of Kuliah Kerja Nyata appeared on the universities’s websites, such as the University of Gajah Mada and Bandung Institute of Technology's website, and the benefits of its implementation for the stakeholders. This publication aims to review community service programs and promote community service in higher education. We present a synthetic literature review related to student community service. This publication offer how the Kuliah Kerja Nyata program has been effectively implemented in indonesian universities for students and lecturers.
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Reasons for increased risk of special education student dropout in Northern Hungary (utilizing cluster analyses)
33-43Views:78In the study examine the causes of school dropout among students with special educational needs (SEN) in the upper grades (grades 5–8) in public elementary schools in the Northern region of Hungay, based on the perceptions of teachers from 126 institutions.The aims of the research was twofold: firstly, to examine the factors that influence how teachers interpret the phenomenon of student dropout, and secondly, to identify the structured patterns into which these interpretations can be organized.. The findings of the present study indicate that teachers primarily attribute significance to individual factors, particularly learning difficulties, a decline in motivation, and a lack of success, while the role of institutional and structural dimensions is deemed less consequential. The cluster analysis identified four distinct interpretive patterns (multidimensionality, low achievement, ineffectiveness, and disinterest), which reflect different frameworks for understanding the problem, ranging from an individual deficitfocused approach to a complex, multifactorial interpretation. The study also reveals a significant correlation between teachers’ perceptions and institutions’ dropout rates, as institutions with higher dropout rates tend to place great emphasis on attributions based on student and family factors. The findings underscore the need for a complex, systemic understanding of school dropout, as well as the importance of shaping teachers’ attitudes and strengthening inclusive pedagogical approaches.
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MOTIVATIONS OF MENTOR CANDIDATES PARTICIPATING IN THE LET’S TEACH FOR HUNGARY MENTOR PROGRAM’S PREPARATION COURSE
21-41Views:663The present study focuses on the role of mentoring in education. The topic of mentoring has increasingly got into the focus of researchers in recent years (Bencsik és Juhász, 2017).In accordance with international practice, the role of mentors in Hungarian public education institutions has become more valuable. In proportion to recognizing its role in education, different mentoring programs have emerged in each type of school. In the present study, our orientation is specifically aimed at the students of the Teach for Hungary Mentoring Program in Debrecen, in order to map the aspects of the motivations of the student mentor candidates in Debrecen. Among other things, we are curious about their emotional and cognitive attitude toward mentoring, and we are interested in the extent (or lack thereof) of their commitment to mentoring. Our aim is to explore, what influences the final decision among students to become a mentor (material, mental resource, etc.) and how these factors interact/relate to each other. In the spring semester of the 2018/2019 academic year, we conducted our research with 151 young students who took part in a theoretical course to become a mentor. The foundation of our research is the questionnaire created by Ceglédi, Szűcs, Hüse, and Berényi (2019), and that form was filled in by a student who applied for a TMO1 course at the beginning of the 2019/20 academic year. Nearly 50% of respondents decided to commit themselves to mentoring, and the other 50% did not undertake mentoral activity for some reason. Based on our results, it can be said that assistance and financial support in the form of scholarship were the main motivating factors for mentors, but the latter was important mainly for male students, nor had the financial aspect primary importance for students with a disadvantaged background in the development of motivation. According to our conclusions, commitment and strong internal motivations play an important role in mentoring, while financial benefits in the form of external motivation can be secondary, but also play an important role in motivation.
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RELATIONSHIP BETWEEN LEARNING MOTIVATIONS AND LABOR MARKET EXPECTATIONS
51-63Views:404Publications on student motivation in learning are available in Hungarian as well as in English-language scientific literature. The present study is aiming to focus on the connection between the motivation of learning and finding work in the labor market. The actuality of the topic is based on the fact that young people in front of a career choice mostly apply for higher education and there are only fewer of them willing to learn a profession. Is everyone really that motivated to learn? What are the external and internal factors that motivate the individual to learn? Does family background have an impact on the performance of the student? We have been looking for answers to these questions. According to our primary results, the majority of the examined young adults are willing to continue to study after high-school graduation. That is how they think they will later prevail entering the labor market. The most common specializations chosen are health and economy. At the first place of their learning motivation ranking, we find “want to be successful attitude”.
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FROM THE EXPERIENCE OF A TALENT MANAGEMENT ‒ GOOD PRACTICE AT THE ÁRPÁD VEZÉR PRIMARY SCHOOL IN DEBRECEN
117-127Views:496Talent management is a very important area in the pedagogical program of schools. Examining children’s interests or raising their interest can provide students with a learning motivation that allows talent to unfold or help the process of becoming a talent which the joint coordinated work of the teacher-student-parent can make the most effective. In our article, in the care of the talents of the students of the Árpád Vezér Primary School in Debrecen, Elektra Tóth (class 5B) we present the project presented by Ildikó Czeglédi and the process and participants of talent management as a good practice. The topic of the research was space exploration and astronomy, which could be a very interesting topic for other students. It deals with objects that seem to motivate children in the process of cognition, seeming a bit mystical and unreachable at light-years away. It was prepared for the VI. Debrecen City Talent Care Student Conference event was on March 10, 2022. The project consisted of a 3-page dissertation and a 5-minute presentation. The survey (N = 357) was completed by upper-elementary students who study in the Northern Great Plain region. The questionnaire found answers to the question of whether children are interested in space research, where they can get information about it, and what kind of school program they should be involved in related to this topic. The results of the questionnaire were processed using SPSS software, and we calculated basic statistics (mean, standard deviation) and correlation analysis (independent t-test, chi-squared distribution) too. The research confirmed that children are interested in the topic, but we were able to show a significant difference in the motivation of boys and girls during school programs. These are worth considering for teachers who organize school programs so they can reach children even more effectively in this topic. Girls can be addressed with the utility of space exploration, drawing and crafts classes, and lectures, while boys can be addressed with online games.
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APPLICATION OF ANIMAL ASSISTANCE AT THE UNIVERSITY OF DEBRECEN FACULTY OF EDUCATION FOR CHILDREN AND SPECIAL EDUCATIONAL NEEDS
119-126Views:262Animal assistance used among university students is not unknown, numerous foreign examples prove its valid existence. The application aimed at university students appeared in the United States of America, but nowadays it is used in many countries around the world. The emergence of assistance dogs in higher education is related to the scientific interest aimed at discovering and measuring the causes of the positive effects experienced during the use of assistance animals. Simultaneously with the introduction of animal assistance training at the University of Debrecen Faculty of Education for Children and Special Educational Needs, the university student sensitization program began in 2021, within the framework of which students can meet the assistance dog serving on the university campus on a daily basis. The first university student sensitizer dog of the country has a multifaceted task, it not only performs tasks in the field of animal-assisted activity but also fulfills a socialization role with its presence, helping many to rethink their ideas about keeping animals. The study presents this socialization program.
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THE PROCESS OF STUDENTS' SOCIALIZATION - FROM THE ASPECTS OF LECTURERS
19-33Views:591The aim of this study is to describe the university students’ socialization from the aspect of educational sociology. We will use the phenomena of institutional socialization and the training of intellectuals as a base of our theoretical frame. The study will focus on the changing world of universities as well. From the beginning of our research project (September 2019), 21 interviews were made with university lecturers from ten segments of training courses and seven cities of Hungary. The analyzed fields were the following: the description of the student body, the institutional and cultural climate of the universities, and the process of students’ socialization. According to our empirical findings, various patterns can be found and these patterns were shaped by the size of the city, the disciplines, the prestige of the training course, the features of the student body, and institutional policies. Campus-off circumstances are important as well for example the mediatization and the changing forms of cultural activities.
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TEACHING GERMAN IN NYÍREGYHÁZA TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS
69-81Views:460The present paper deals with the issues of teaching a second language to school-aged children with SEN in Nyíregyháza, Hungary. In our research, we made semi-structured interviews with open-ended questions featuring 25 children with Special Educational Needs in grades 7 and 8 in order to gain more information about their opinion and attitudes concerning German lessons at school, which in turn might help to unify the material and/or the methods. We also contacted the children’s parents (25) to fill out a questionnaire about their impressions and opinions with regard to their children’s German learning experience at school. Finally, we asked the two teachers to paint a broader picture of teaching German to children with SEN. The research took place in spring 2020 in Nyíregyháza. We did our research in Viktor Göllesz Vocational School, Skills Development School, Student Hostel, and Integrated Special Educational Methodological Institution as well as in Gusztáv Bárczi Primary School, Skills Development School, Student Hostel, and Integrated Special Educational Methodological Institution. To carry out our research, we asked for the parents’ and the head teachers’ ethical consent. Our experience underlines that all the participants in the teaching process feel that there is a need for unification. It would be much easier for all parties to have a German coursebook written for students aged 13-16 with SEN. Based on the answers of the language teachers, we came to the conclusion that they pay attention to individual development and playful, communicative language teaching, even though it is challenging to teach German to children with SEN, as they often have difficulties in their mother tongue.
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COOPERATION OF ROMA COLLEGES FOR ADVANCED STUDIES IN HAJDÚ-BIHAR COUNTY WITH SECONDARY SCHOOLS
27-41Views:290The main objective of the paper is to present students who are members of those kinds of Roma Colleges for Advanced Studies which headquarters can be found in Debrecen. This is framed by a 2019 research that consisted of three parts. Based on the results of a questionnaire survey of the students of the three Roma Colleges for Advanced Studies operating in Hajdú Bihar county, an interview with the leaders of the three Colleges for Advanced Studies, and concerning the student questionnaire survey, we visited the high schools from which two or more students came to the Colleges for Advanced Studies, as such interviews were carried out with nine school principals and six mayors. In this study, we present interviews conducted by the school principals. Where it is possible, we rely on the responses received in each part of the research – we compare and analyze them. We primarily sought the answer to the question of how Roma Colleges for Advanced Studies help Roma students to be admitted in tertiary education. Based on the answers received, it can be claimed that the Colleges strive to keep in touch with the secondary schools, and in some cases, they involve students and their teachers in the programs organized by them. There is no program that specifically aims to help secondary students concerning the admission of tertiary education The Colleges for Advanced Studies help roma students mainly by providing information. They try to dispense the information through the personal involvement of the students.
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Parental Involvement in the Schooling of Children with Special Educational Needs
17-27Views:424This study explores the association between special educational needs (SEN) and the level, mode, and intensity of parental involvement in Hungarian schools. Anchored in the principles of child-centered education and inclusive collaboration, the research investigates whether families of SEN students engage differently compared to their non-SEN counterparts, particularly when additional socio-economic disadvantages are present. A literature review revealed limited comparative analysis between SEN and non-SEN groups, prompting a focus on existing studies that examine parent-school relationships, primarily from the adult perspective. The empirical component utilizes a secondary analysis of the National Assessment of Basic Competences (NABC) database, drawing on longitudinal student-level data from the 2015 (Grade 6), 2017 (Grade 8), and 2019 (Grade 10) cohorts. A refined dataset tracks students on an uninterrupted educational path, allowing analysis of parental involvement indicators derived from five items in the background questionnaire. Findings suggest that while parental involvement generally declines over time, the decline is steeper among students with multiple disadvantages than those with SEN alone. Support with homework stands out as the most sustained form of involvement, although it remains limited for families with lower educational capital. Contrary to assumptions, SEN students receive substantial parental attention through secondary school, highlighting the potential for constructive alliances between teachers and families. However, PTA meeting attendance is markedly lower among parents of disadvantaged learners. The data also emphasize that students classified as both SEN and socioeconomically disadvantaged (LOW SES) exhibit the highest dropout risk, stressing the need for targeted interventions.
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THE ROLE OF SOCIO-ECONOMIC BACKGROUND VARIABLES IN NETFIT MEASUREMENT
33-44Views:519Assessment of physical indicators and motor skills is the Hungarian National Unified Student Fitness Test (hereinafter referred to as "NETFIT"), which was introduced in public education from the 2013/14 academic year, which aims to demonstrate the effects of everyday physical education on the fitness and physiological parameters of students. When showing the national results of the tests, it is also shown that the fitness condition is determined by the genetic conditions, the family background and the environment (Csányi et al., 2015, Csányi and Kaj 2017) so results can be interpreted in a common context of these factors. In our research, we aimed at examining NETFIT data from Budapest secondary school students, supplemented by family background surveys. During our research, we sought to find out how the fitness profile of boys studying at the Budapest Technical Vocational Training Center is based on the results of the NETFIT tests. What is the relationship between family background and NETFIT performance? Our survey was carried out at one of the largest schools of the Budapest Technical Vocational Training Center at the Technical Training Center in Újpesti Two Teaching Grammar School and Technical College of the Budapest Technical Vocational Training Center. A total of 342 pupils were included in the study, where a questionnaire of 35 questions was used to investigate the correlations of NETFIT results and socioeconomic background indicators. Numerous studies have shown that the more favorable SES students have generally more favorable fitness indicators (Jiménez-Pavon et al., 2010, Ortega et al., 2013, Vandendriessche et al., 2012). There is also a great deal of evidence that country-specific regional status indicators are higher in regions with more favorable SES (Charlton et al., 2014, Golle et al., 2014, Cleland et al., 2009, Welk, Saint-Maurice and Csányi, 2015). During our research, we found that students in need of development mostly come from small communities, with some 58.3% developing. These values differ significantly (khi = 218.6, df = 20, p = 0.000). The basic pillow of the lifestyle is the family (Field 2018), the habits of which shape the child's relationship with sports, and later it is very difficult to change them (Herpain et al., 2017, Herpainé 2018). The study showed that the father's sporting habits are decisive in the case of the examined boy's pupils, but the mother's sporting habit does not have the same effect on the sportsman's behavior. We propose to extend the NETFIT test bundle with the socioeconomic background examination of the examined person.
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INTERNATIONALISATION OF HIGHER EDUCATION IN HUNGARY
19-35Views:509The most important aim of this study is to give a brief overview on the internationalisation of the Hungarian higher education system. The European policies and programmes that are significant in the internationalisation of Hungarian higher education will be explained herein. The national agency for internationalisation and its programmes with a special emphasis on its flagship programme, the Stipendium Hungaricum Scholarship programme will be described. With the help of statistical databases from the Education Office, and Tempus Public Foundation (TPF), significant trends will be analysed based on the most updated data in the field of incoming and outgoing student mobility. We will also use the Hungarian subsample (N= 7547) form the Eurostudent VII database, and discuss study mobility experiences of both domestic and international students from several aspects; demographics, transition and access, types and modes of study and socio-economic background. We will also provide international comparison from some aspects. Our findings confirm the results about the unbalanced nature of inbound and outbound mobility and the existing differences in the field of access.
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Supporting Students with Anxiety in Their Studies
83-98Views:467Anxiety is a prevalent mental health issue among children and adolescents, which can have a detrimental impact on their personal relationships and academic performance. This study aimed to identify the manifestations of anxiety in educational settings, the effects of anxiety on educational activities, and the types of support that should be provided to students with anxiety. The following research questions guided this study: 1) How is anxiety expressed among 13-14-year-old students when in school? 2)How does anxiety affect the 13-14-year-old students' educational activities? 3) What kind of support should be provided to students with anxiety at school? The participants were 26 students aged 13-14 from various Estonian schools. The data was gathered for analysis via interviews and a questionnaire. A mixed-methods approach was employed. According to the research, children experience anxiety both before and during a test or presentation. It appears that each student expresses fear at school in a different way. Students who learn remotely report feeling less anxious during class activities. This is because they do not have to answer in front of the class or turn on the camera when participating in online lessons. Furthermore, students aged 13-14 prefer to talk to their friends who are also experiencing anxiety than to adults who do not understand their anxiety. Finally, the students' answers revealed that the teacher should ask all the students with equal frequency to present their homework. It is also recommended that anxious students be supported by helping them recall what they have learned and use different methods to assess their knowledge. The students stated that they require a quiet and safe place to be alone at school. There is a need to raise awareness about anxiety symptoms and ways for teachers to support students.
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COMPARATIVE STUDY OF BODY TYPE INDEXES AND MOTORIC ABILITIES OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS (SEN) AND MAINSTREAM STUDENTS BY NETFIT SYSTEM
57-66Views:695Students with special educational needs (SEN) are participants of the Hungarian educational system. The goal of this study is to compare the body type indexes and motoric abilities of SEN students and mainstream students. Sample: n = 160 persons (80 SEN students and 80 mainstream students) from 1-8 grades of elementary school. Method: the survey of body type indexes and motoric abilities physical skills was based on the Hungarian NETFIT system (NETFIT is a Hungarian acronym of the National Unitary Student Fitness Test). Results: much more emphasis should be given to physical education lessons of SEN students because their physique indicators and motoric performances are significantly worse than mainstream pupils’.
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SCHOOL LIBRARY IN THE 21ST CENTURY
109-119Views:984The study deals with a possible new library pedagogic function of school libraries, and the presentation of the library as a development pedagogic arena. The study analyzes the points of synergy between the professions of librarian and developmental pedagogue, the traditional and innovative tasks of elementary school libraries, as well as developmental pedagogic opportunities that appear in the process of teaching-learning, learning development, and information searching. The aim of the study is to show how the school library, as a renewable development-assisting information center, can effectively carry out its mission according to its traditional function, at the same time, expanded with new content that meets the expectations of the 21st century, it becomes an interesting arena to promote the development of student abilities.
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ON THE EDGE OF THE UNIVERSITY: THE SOCIO-CULTURAL BACKGROUND OF STUDENT BASE OF DE GYFK
19-32Views:387The ground of our study is institutional research which refers to the University of Debrecen Faculty of Education for Children and Special Educational Needs. The respondents were second-year full-time students. Our aim was to reveal what features this faculty’s students have if we compare our data to nationwide or regional empirical findings. Our empirical findings have pointed out the disadvantageous features of our students (lower rate of parents with a degree, higher rate of students from villages, etc.). These phenomena can be explained with the special social background of the training courses, the criteria of attendance, and the geographic location of the institution.
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DEVELOPMENT OF THE SOCIAL COMPETENCE OF CHILDREN FROM AN UNDERPRIVILEGED BACKGROUND
87-94Views:491In September 2010, by the introduction of the educational reform in Serbia, namely the introduction of inclusion, the number of children from disadvantaged backgrounds and multiple disadvantaged backgrounds has significantly increased. From September 2013, the University of Novi Sad, Faculty of Education in Hungarian Language, Subotica and University of Szeged, Gyula Juhász Faculty of Education, Institute of Adult Education worked out a program, in which the students of these two Universities participated as mentors in the compensatory education of disadvantaged children. The purpose of the present study is to introduce the structure of the Student Mentoring Program that serves as an excellent example for other schools. According to in-service teachers, one of the long-term positive outcomes of the mentoring program is the development of the social competencies of disadvantaged children.
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How to Use Artificial Intelligence in Education for Teaching?
55-64Views:459The use of artificial intelligence has become increasingly popular and is frequently used as a tool among students. It has a significant impact on education and students, which is why it is important to discuss it. Students use AI to complete homework assignments, create presentations, and write essays, while some teachers either do not use it or are not even aware of its existence. Based on this, the question arises: how important is it to prepare both teachers and students for the use of artificial intelligence in the teaching and learning process? This study examines the positive and negative effects of AI on education and, through a review of the literature, summarizes the arguments for and against its use.
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COLLEGE STUDENT’S LIFE STYLE AND THEIR ATTITUDE TO SPORTS
19-27Views:438The authors study by using questionnaires the amount of time spent by college students at the Applied Humanities and Pedagogy Faculty of Szent István University (n=127) on body hygiene, sleeping, meal, participation in lessons, active-passive exploitation of free time. Results: Meal – the students consume in great amount chocolates, chips while their fruit and vegetable consummation seem backward. Move – the proportion of students doing regular physical education is no more than 21 %, 55% are not involved in any sporting activities, 13 % do not like anybody's movement. Others – 39 % of the students spent more than 1-2 hours daily in front of a computer or TV set. The results suggest that in the teacher candidates’ scale of values the place of health falls too much behind.