Training and Practice : Journal of Educational Sciences
The potential of artificial intelligence in compensating reading difficulties among adults with dyslexia
This study is to present an artificial intelligence (AI)-based technological toolkit that effectively supports individuals with reading difficulties in compensating for challenges related to reading and text comprehension. In our research, we identified and examined AI-based digital applications that are specifically designed to support the development of reading skills and the expansion of information processing strategies in individuals with dyslexia. The criteria for selecting the applications included: (1) support for the Hungarian language and user interface, (2) visual clarity and ease of use, (3) adaptability to contrast sensitivity and typographic needs, (4) and open accessibility, preferably free of charge. Artificial intelligence is a technology that poses challenges from both ethical and pedagogical perspectives; therefore, its critical examination is essential. Our study aims to integrate the possibilities offered by AI into the support systems for individuals with learning disabilities through a holistic, personalized, and self-awareness-based approach – thereby contributing to the development of inclusive practices in higher education.
Copyright (c) 2025 Szili Katalin, Burján Zsófia https://creativecommons.org/licenses/by-nc-nd/4.0
A fenntartható közgazdaságtan oktatási integrációja
„Aligha vitatható, hogy az elmúlt negyedszázad gazdasági, közgazdasági, gazdaságpolitikai, szociológiai kutatásainak kiemelt fókusza a fenntarthatóság.” (p. 7.) – indítja előszavával a Fenntartható közgazdaságtan című oktatói kézikönyvet a Budapesti Metropolitan Egyetem korábbi Rektora, Prof. Dr. Kocziszky György. [4] Hosszú út vezetett azonban eddig a közgazdasági gondolkodásban. A fenntarthatóság központi szerepének erősödése a neoklasszikus iskola piac- és növekedésközpontú szemléletétől először a környezetgazdaságtanig vezetett, amely már figyelembe vette a természeti erőforrások szerepét és a negatív externáliák kezelését. Majd az 1980-as évektől az ökológiai közgazdaságtan paradigmaváltást hozott azzal, hogy a gazdaságot az ökoszisztéma alrendszereként írta le, hangsúlyozva a bioszférával való kölcsönös függést és a gazdasági növekedés természetes korlátait. A heterodox iskolák, mint az intézményi közgazdaságtan vagy akár a feminista közgazdaságtan és a nemnövekedés irányzata kibővítették a diskurzust a társadalmi igazságosság, a hatalmi viszonyok és a jól-lét alternatív mérőszámai felé. Az új fenntartható közgazdaságtan pedig az emberi kapcsolatok, a tudás és a közjó szerepének hangsúlyozásával multidiszciplináris, gyakorlatorientált megközelítést képvisel.
Copyright (c) 2025 Farkas Sára https://creativecommons.org/licenses/by-nc-nd/4.0
The impact of sudden changes on the professional development and learning of kindergarten teachers
From a policy perspective, the Hungarian public education system has entered a new phase of digital strategy implementation, which includes the integration of AI tools and platforms in pedagogical and managerial processes. While these initiatives offer opportunities for innovation, they also challenge traditional notions of pedagogical autonomy, experiential knowledge, and teacher agency. Preschool teachers must now navigate a landscape in which continuous learning is not only encouraged but implicitly demanded by systemic digitalization. This research seeks to explore how kindergarten teachers internalize and respond to these pressures. What are their primary responses to the integration of artificial intelligence? How do they transform their learning behaviors and collaborative practices in this changing environment? Using a qualitative methodology, the study aims to provide a more nuanced picture of the intersection of technology, professional identity, and learning culture in the learning process of preschool teachers. The study presents the main findings of the focus group discussions. It then interprets the results in light of relevant theoretical perspectives and concludes with conclusions on future research directions.
Copyright (c) 2025 Lantos Tünde https://creativecommons.org/licenses/by-nc-nd/4.0
The growing role of non-cognitive skills in social and professional success
The concept of non-cognitive skills will be examined primarily through the Big Five personality model and the social competence framework. Non-cognitive skills such as conscientiousness, acceptability, emotional stability, openness and extraversion are essential for personal and professional success. These skills are increasingly important in the 21st century job market, where more and more tasks require collaboration, creativity and communication. Recent studies and reports by organisations such as the OECD and the World Economic Forum highlight the need for the development of non-cognitive skills worldwide. Education systems are encouraged to emphasise these skills to better prepare students for complex problem solving and teamwork in the modern labour market. Researchers stress the critical role of schools in developing these skills, which are strong predictors of both academic and professional success.
Copyright (c) 2025 Ribní Ferenc https://creativecommons.org/licenses/by-nc-nd/4.0
Musical Communication Levels and Music-Related Background of First-Year Teacher Education Students
The study explores the basic musical competencies of first-year students in teacher education, focusing on the development of musical communication and its relation to prior instrumental learning, choir experience, and musical attitudes. In the data collection (N = 155), students of kindergarten teaching, early childhood education and primary school teaching programs participated. Using items adapted from Erős (1993) test, students reached an average score of 67%, corresponding to an emerging ability level. A moderate positive correlation was found between previous instrumental training, choral participation, and the level of musical communication. Students perceived musical creativity and auditory skills as the most essential professional abilities, while choir singing was seen as less relevant. The results highlight heterogeneous musical backgrounds and the need for targeted skill development among teacher trainees. The paper suggests implementing differentiated training modules and experience-based collective music activities to strengthen musical competence in teacher education.
Copyright (c) 2025 Nagyné Árgány Brigitta, Márfi Rita, Szabó Norbert https://creativecommons.org/licenses/by-nc-nd/4.0
Background factors of school motivation of students participating in the Dobbantó program
The study focuses on the background factors influencing school motivation among vocational students at high risk of dropout. Based on focus group interviews conducted with teachers in the Dobbantó program and Workshop School classes, the authors examine the impact of family environment, learning milieu, and peer dynamics. Findings reveal qualitative fluctuations in student motivation: parental apathy, negative school stigma, and competitive dynamics within the classroom often emerge as hindering elements. Positive influences stem primarily from stable family support and students’ need for recognition. Educators find the most effective approaches to be learning organization based on individual development plans, practice-oriented teaching, and the motivating power of teacher praise. The research highlights that the key to increasing student motivation lies in the intentional pedagogical shaping of environmental patterns.
Copyright (c) 2025 Kopecskó-Hodosi Zsófia https://creativecommons.org/licenses/by-nc-nd/4.0
Mentoring of Mentors in the “Supervised” University Courses of the Teach for Hungary! Program
Our research focuses on university students, mentors of the Let’s Teach for Hungary (TM) national mentoring program. The analysis categorizes the mentoring practices in the TM program. In this research, we inquire the perceptions of mentors about the roles of their supervising teachers, their relationships with them, and possible development of the supervising courses. The paper is based on complex research: we rely on a questionnaire format data collection (N = 180, N = 50), which we interpret via qualitative strategy using interview format research (N = 25). The results highlight that mentors do not turn to their supervising teachers in all instances, but their importance is stressed, ad many perceive them as a “safety net”. The relationships with the supervising teacher inform us about that the roles of supervising teachers exceed professional help and integrate emotional support of mentors. The novelty of this paper is that as to the best of our knowledge, this research is the first attempting the analysis of the supervision in this program. The results indicate that the support of mentors is essential in this, and other mentoring programs.
Copyright (c) 2025 Horváth Gergely, Varga Aranka https://creativecommons.org/licenses/by-nc-nd/4.0
Insight into the kindergarten teacher training in Hungary and Greece
In this study, we can gain insight into the current system and characteristics of kindergarten teacher training in Hungary and Greece, based on the examination of the central documents regulating it as well as the sample curricula of two kindergarten teacher training institutions. The presentation will highlight both the similarities and the differences between the structures and course offerings of the training programs. Before reviewing teacher training, it is certainly worthwhile and necessary to introduce the school systems of the two countries, especially the early education stage, so that we can see their structure and connection to teacher training. The presentation and analysis of kindergarten teacher training in the two countries will be based on the sample curriculum used at the full-time kindergarten teacher program of MATE Kaposvár Campus and similar programs of the University of Crete, however, in addition to these, other relevant documents will also be reviewed.
Copyright (c) 2025 Szilvási-Bódis Zsuzsanna https://creativecommons.org/licenses/by-nc-nd/4.0
The Impact of Using LEGO Duplo in STEM Education on 8–9 Year Old Students' Conceptual Knowledge of Water
Introducing STEM education from early childhood is of paramount importance, as this is a sensitive period in establishing children’s interest in science and problem-solving skills. The use of LEGO Duplo in STEM education offers an opportunity to acquire scientific knowledge through experiential learning. The aim of our study was to develop and find a reliable method for detecting changes in students’ complex knowledge about water. In the experiment, a group of students also use a LEGO Duplo set in the process of acquiring knowledge. We chose the word association method as the method of the study. The measurement took place in two steps. After the pre-test, the experimental group participated in LEGO classes, and the control group participated in drawing classes on the role of water in the living and non-living world. After the classes, we measured the change in students' knowledge about water (post-test) in a similar way to the pre-test. According to the results, the conceptual knowledge and knowledge structure of students with LEGO Duplo about water showed a more complex structure compared to the drawing students.
Copyright (c) 2025 Sütő Éva, Revákné Markóczi Ibolya https://creativecommons.org/licenses/by-nc-nd/4.0
The role of mentoring activities in teacher training – lessons from a pilot study conducted amongconductor-teacher specialist students
The role of a mentor in the life of a school is clearly significant. Since the initial experience of a new teacher is a crucial factor in determining whether or not he or she remains in the profession, the quality of the mentoring is not irrelevant. In teacher education, the training school is the place where students put into practice the theories they have learned in higher education. Both the institution and the teachers who mentor them are of great importance, since it is here that a teacher trainee first encounters the teaching profession ’live’. Using the literature already published on this topic and further reflecting on it, I explored the attitudes of the students of the Pető András Faculty of Conductor-Teacher Specialisation at Semmelweis University towards external practice, their opinions on mentoring, the impact of the mentor-student relationship on the success of the practice, and the factors influencing the career socialisation of the students. I identified their needs and the help and support they expected from their mentor.
Copyright (c) 2024 Perger Katalin https://creativecommons.org/licenses/by-nc-nd/4.0
The application of outdoor methods on the lower primary level
To be able to teach and guide the learning process efficiently, pedagogues need to apply a methodological toolbar of great variety and bear with extraordinary professional knowledge to make the lessons efficient. The aim of the current, non-representative, exploratory research is to discover the educational methods favored by pedagogues. Our research questions focus on whether teachers prefer indoor or outdoor methods and if they receive the necessary support from the directory of the school, the colleagues, and the parents for the application of innovative methods. The results of the research raise the attention to schools should open up too in the sense that they should try to find opportunities for applying these methods within the strict boundaries of the current schedules to provide children with the opportunity of gaining knowledge via experience.
Copyright (c) 2024 Bencéné Fekete Anikó Andrea https://creativecommons.org/licenses/by-nc-nd/4.0
A comparative study of singing ability in students from specialized music classes and general education classes
This study investigates the development of singing skills among 6–13-year-old students enrolled in general music classes and specialized music classes. Singing skills were assessed individually using a self-developed testing tool. The sample included 476 students from general music education and 160 students from specialized music programs, spanning grades 1, 3, 5, and 7. The findings reveal that students in specialized music programs consistently outperform their peers in general education in terms of singing skills across all grade levels. Significant progress was observed in both groups between grades 1 and 3. However, no notable improvement was detected between grades 3 and 5, while a significant decline in singing skills occurred between grades 5 and 7 among students in general music education. Although participation in specialized music programs does not result in a faster or more substantial overall development of singing skills, it has a positive impact on two critical subskills: song singing and vocal quality. These findings highlight the benefits of specialized music programs in enhancing specific aspects of singing proficiency.
Copyright (c) 2024 Kovács Katalin, Józsa Krisztián, Szabó Norbert, Janurik Márta https://creativecommons.org/licenses/by-nc-nd/4.0
Az online zeneoktatás és a zenetanári attitűd szülői megítélése
Many studies have been published on education during the pandemic and its impact as all aspects of education have been transferred to the digital space. Not only teaching and learning methods but also teachers' attitudes have had to change. We conducted an online survey of parents to find out their perceptions of changes in the effectiveness of music teaching before and during the pandemic, and to find out to what extent the two attitudes of music teachers identified in our study (1. flexible- permissive, 2. tarditional) influence the parents' perception of the effectiveness of music teaching and their children's motivation.
Copyright (c) 2024 Józsa Gabriella, Váradi Judit https://creativecommons.org/licenses/by-nc-nd/4.0
Copyright (c) 2024 Váradi Judit https://creativecommons.org/licenses/by-nc-nd/4.0
Outdoor Experienced Education for the Development of Social Competences
This paper presents the outdoor experiential education method and its expected developmental impact in the area of social competences, using a specific pedagogical experiment. The experiment combined several methods (interviews, questionnaires, social competence assessment, sociometry). In the light of the results of the input measurements, the aim was to develop the emotional intelligence, cooperation and communication skills of the pupils concerned through a series of eight experiential education programmes. The impact of this was further measured and it was found that, although the classroom community was significantly strengthened, the pupils' social competences showed little improvement compared to the initial situation.
Copyright (c) 2025 Csajka Edina https://creativecommons.org/licenses/by-nc-nd/4.0
The formation and development of the German auxiliary school between 1867-1918
The educational and historical research shows that the first efforts made in Hungary to educate children with mild intellectual disabilities at the turn of the 19th and 20th centuries followed the most modeled German practice (e.g. Gordosné, 2000; 2001). This justifies an analysis of the aspects of school reforms in Germany. The aim of this study is to provide a comprehensive picture of the development and first phase of German auxiliary schooling within the framework of an overview study. The period under review focuses on the period from the establishment of the first auxiliary school in 1867 until the end of the German Empire in 1918, taking into account the history of the institutionalization process that began in the 18th century. The present research provides an insight into the field of special pedagogy, which is currently little investigated in the Hungarian research scene.
children with mild intellectual disabilities
Copyright (c) 2023 Kovács Krisztina https://creativecommons.org/licenses/by-nc-nd/4.0
Language examination and language knowledge
In the past, a basic condition for obtaining a diploma was a certificate of intermediate level language exam. However, pursuant to current regulations, though students in higher education do a course of some foreign language for professional purposes, passing the language exam is no longer mandatory for the outcome. Accordingly, the legal regulations of education are also changing. It is undoubtedly true that nowadays usable language skills are becoming increasingly more important than the existence of the actual document, however, it serves at least as some sort of proof of the proficiency level of the candidate at the time of the exam. A few trend patterns can also be set up based on the number of certificates issued, namely the general interest in the knowledge of foreign languages of the most affected age group, which also gives an idea of ​​the situation in Hungary, especially in the light of the overview of the main legal documents regulating education.
Copyright (c) 2023 Kopházi-Molnár Erzsébet, Zsámbok Zsuzsanna https://creativecommons.org/licenses/by-nc-nd/4.0
The unique interpretation of the ‘Soviet method’ in the documents shaping the kindergarten education of the 1950s
In the less than two hundred years of the development of kindergarten education in Hungary, we can speak of a transitional period from 1948, when the so-called socialist kindergarten was taking shape. Demanded by the leadership of the former party-state, the compliance to the new principles resulted in the objective to homogenise all areas of life in an overcentralised way by copying the Soviet method. This research focuses on the role of kindergartens, as early childhood education institutions in the public education helping legitimise the socialist system under construction, from the official party leadership’s perspective. The research of the sources was shaped by the research dimensions. The research focused on the primary sources specified by the kindergarten politics dimension and, within those, on the manuals on kindergarten education. The first central content regulation manuals influencing the life of the Soviet Bloc’s kindergartens were published in the middle of the 1950s. The research reveals the presence of different features in two socialist countries, Czechoslovakia and Hungary, despite the unification efforts. The results of the comparative analysis, focusing on both manifest and latent content, confirm that although the educational policy and political decisions of the day were influenced by the era’s ideology and advertised the superior status of the Soviet method, unique features and different priorities were, in fact, present in the kindergarten education manuals of the different countries.
Copyright (c) 2023 Kóger Yvetta https://creativecommons.org/licenses/by-nc-nd/4.0
Examining the attitude of Transylvanian kindergarten teachers towards alternative pedagogies
The quality of education, innovation and the variety of alternative methods play a particularly important role in today’s kindergartens in Transylvania. In order to explore the place, role and fulfilment of alternative pedagogic programs in kindergarten education, I put the opinions of kindergarten teachers at the center of my research. The aim of my research is to investigate the attitude of Hungarian kindergarten teachers in Transylvania regarding alternative pedagogies and alternative methods. I used the questionnaire survey as a research method, supplemented by the Grounded theory method. Based on everyday life situations, observations, and systematic analyses leading to the formulation of logical conclusions, it can be said that it is the methods and good practices adopted from alternative pedagogy that teachers mainly integrate in the course of everyday kindergarten activities.
Copyright (c) 2023 Habinyák Erzsébet https://creativecommons.org/licenses/by-nc-nd/4.0
Perspectives of teachers and teacher candidates on fostering motivation in musical instrument learning
Motivation is important in the learning and teaching process, including musical instrumental learning. A less explored area of research in music education is the motivational methods used by instrument teachers to keep students interested. Our qualitative research aimed to understand the motivational strategies of practicing teachers and teacher candidates. Based on the self-determination theory, we examined the methods used to support the need for autonomy, competence and social relatedness. Our data collection included interviews with six instrumental music teachers and nine teacher candidates. The results show, both teachers and teacher candidates consider it important to support the three basic needs of the self-determination theory (autonomy, competence, relatedness). This study helps to implement successful music education.
Copyright (c) 2023 Földi Fanni, Szabó Norbert, Józsa Krisztián https://creativecommons.org/licenses/by-nc-nd/4.0
Educational Methodological Issues in the Fields of National Security and Counter-Terrorism Higher Education
The development of educational methodology in higher education courses in national security and counter-terrorism has achieved significant changes in recent decades. In the 20th century, these fields typically used closed methods not accessible to the public, whereas today they have increasingly become open systems integrating multidisciplinary approaches. The aim of this study is to present the methodological elements that help students to develop their specific competences in the field of national security and counter-terrorism. In the Hungarian higher education system, courses in national security and counter-terrorism are primarily offered at the Ludovika University of Public Service, where they have a number of unique features. Creative solutions, the integration of traditional and electronic/online environments, and a practice-oriented approach to teaching are highly important during the education of the field and they are presented in this paper. We are continuously seeking new solutions to improve educational methodologies (interdisciplinary approach, practice-oriented focus), expanding students' competencies while addressing the needs of the respective fields.
Copyright (c) 2025 Dobák Imre, Rémai Dániel https://creativecommons.org/licenses/by-nc-nd/4.0
Copyright (c) 2003 Deli István, József István https://creativecommons.org/licenses/by-nc-nd/4.0
Copyright (c) 2003 Deli István https://creativecommons.org/licenses/by-nc-nd/4.0
Mi kell a cigány gyerekek iskoláztatásához?
Copyright (c) 2003 Takács Éva https://creativecommons.org/licenses/by-nc-nd/4.0
Copyright (c) 2003 Tóth Istvánné https://creativecommons.org/licenses/by-nc-nd/4.0
Copyright (c) 2003 Kékes Szabó Mihály https://creativecommons.org/licenses/by-nc-nd/4.0
Miben látom a túlterhelést az alsó tagozaton?
Copyright (c) 2003 Balátiné Soth Katalin https://creativecommons.org/licenses/by-nc-nd/4.0
Copyright (c) 2003 Szabóné Gondos Piroska https://creativecommons.org/licenses/by-nc-nd/4.0
A szentbalázsi áItalános iskola és óvoda környezete és belső világa
Negyedszázad az oktatás és kutatás szolgálatában
Copyright (c) 2003 Barkóczy László https://creativecommons.org/licenses/by-nc-nd/4.0