Vol. 75
(2025)
Issue 01-02 | DATE OF PUBLISHING: 2025-04-04 ABSTRACTS | 5-12 | BOGDÁN, PÉTER The portrait presents the biography of Gyöngyi Rácz – an educational specialist of Gypsy-Hungarian origin – and the most important stages of her pedagogical and professional work for the benefit of Roma children. The article explores in detail Gyöngyi Rácz’s activities in these fields, and the fact that she cared not only for Roma children, but also for the collective of teachers who supported them. Together with her teaching colleagues, she established the Eötvös József Gypsy-Hungarian Pedagogical Society, whose president became she until her death and within which she fought for teachers – who worked enthusiastically and with sufficient professional foundation for Roma youth – to receive the recognition they deserve from various forums of the Hungarian state. At the same time, the portrait also mentions that Gyöngyi Rácz collaborated with renowned Roma artists, such as Menyhért Lakatos, Tamás Péli, Tivadar Fátyol, Hontalan József Kovács and Béla Osztojkán, under the auspices of the Eötvös József Gypsy-Hungarian Pedagogical Society, i.e. included them in pedagogical programs, because she specifically emphasized that the new Roma generation should have the opportunity to learn from the iconic Roma figures of the era. Regarding Gyöngyi Rácz’s professional work, it is particularly important that, through the „Eötvös József” Gypsy-Hungarian Pedagogical Society, she motivated teachers to write their own „good practices” with the aim of creating a useful pedagogical-methodological collection (database) that could professionally support those teachers, who teach Roma children. |
| 13-34 | UTASSY, JÁZMIN – DOBAI, ATTILA MARCELIÁN Teachers and educators have a significant impact on students' motivation, performance and learning effectiveness (Bernaus & Gardner, 2008; Han & Yin, 2016; Bardach & Klassen, 2021), and therefore the career of teachers is an area of research of interest for the effectiveness of the whole institutional system. However, the impact of settlement type as an exogenous factor (Bronfrennbrenner, 1994) on teacher motivation is not a sufficiently articulated topic in the available academic literature. We hypothesise that there are differences in the overall motivation levels of teachers working in different settlement types and that different motivational factors are characteristics of different settlement types. To test this hypothesis, we conducted semi-structured life course interviews with 24 teachers across the country about their motivations, experiences and perceptions, including the municipality as a site of interaction in relation to their identity as teachers. The interview transcripts were analysed using the qualitative content analysis technique of Grounded Theory (Glaser & Strauss, 2017). Through a diadic interaction with the literature, we reformulated our coding system by adopting Watt and Richardson's (2012) FIT-Choice (Factors Influencing Teaching Choice) scale as a benchmark, so that our research could fit well within the curricular literature canon. The results indicate that the type of locality has a significant impact on the motivational patterns of the teachers we interviewed. |
| 35-43 | BOLLA, ZSOLT One of the defining features of the Hungarian educational policy environment in recent decades has been the free choice of schools for parents. Its history is not free from contradictions, but its strong embeddedness is expected to ensure its survival in the future. Taking this into account, despite its significant social dangers, it is worth asking what opportunities it can represent for institutions and parents. In recent times, little research has been devoted to exploring parental preferences. The nationwide expansion of the new studies to small settlements, medium-sized and large cities, and their annual implementation and analysis of the results can provide schools with information that can help them solve their current biggest challenge. They can provide information for the development of a successful marketing strategy that can provide a solution to their school enrollment problems. My research aims to help with this. |
| 44-48 | APAGYI, MÁRIA – SZEPESI, JUDIT The interview presents the life of pianist Maria Apagyi, along with her pedagogical concepts and methods in musical art. |
| 49-55 | CZIBOR, ÉVA Research on the importance of tactile perception, methodological exercises for the development of tactile perception for 5-7 year old children. Increasing emotional intelligence by developing tactile perception. |
| 56-58 | SINKÓ, ISTVÁN The article touches on the importance of study drawings in drawing education, represenatation after model, and the tradition of drawing competitions at the Secondary School of Visual Arts. It deals with the judging criteria and the presentation of drawings. The question of study traditions since the academies were set up is mentioned. |
| 59-61 | BALÁZSI, ILDIKÓ – BALKÁNYI, PÉTER The article discusses the shift in Hungary's national competency assessment from school-level to student-level focus and highlights the professional concerns emerging from this change. |
| 62-74 | POLÓNYI, ISTVÁN The study first looks at some international experiences of national competency assessment. The article then analyses the impact of the Hungarian competence assessment on micro-regional relationships, then the specificities of the competence results of disadvantaged people, and their characteristics according to school types. It discusses the expected impact of including competence results in the formation of higher education points and on admission. Finally, the paper briefly points out that in the case of the results of the Hungarian competence assessments, the impact of factors outside the school, the students' family and environment, is extremely large – one of the largest among OECD countries. Finally, based on the facts presented, it concludes that automatically centraly assigning grades to the results of the competence assessments results in distortion from both a pedagogical and a social perspective. |
| 75-93 | MÁTÓ, ÁRON The pervasive presence of smartphones in everyday life raises not only technological but also ethical questions—especially in schools, where the device simultaneously offers creative potential and normative tension. This study aimed to explore the relationship between smartphones and moral obligation through a qualitative lens. Four semistructured interviews were conducted with experienced teachers of ethics, and the data were analyzed using thematic content analysis.
Five dominant themes emerged: (1) interpretations and school experiences of moral obligation; (2) the smartphone as a meaningful and mediating device; (3) the teacher’s moral role and responsibility; (4) generational similarities and differences in relation to digital tools; and (5) environmental factors—such as family or the school’s cultural climate—influencing the link between moral awareness and smartphone use.
The findings suggest that the smartphone is not merely a technical device but also a complex arena of moral socialization, one that redefines both teacher and student roles within the ethical landscape of the school. |
| 94-101 | FODOR, RICHÁRD The review offers a comprehensive overview of Zoltán Gloviczki's The School of the Day After Tomorrow, connecting the history of education with its future. The critique focuses on the relationship between human factors and artificial intelligence. The author praises Gloviczki’s expertise in educational history, global educational actors and theories, as well as his pedagogical vision, while critically noting that the book’s practical applicability is at times superficial. According to the book’s central thesis, despite the rise of the metaverse, emotional intelligence, reading comprehension, and personality development remain the cornerstones of education. |
| 102-109 | BODNÁR, ILDIKÓ The three dictionaries reviewed here, prepared for students, revive 17500 old words of the Hungarian vocabulary and they vividly illustrate the sound changes and semantic drifts.
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| 110-130 | CSATLÓS, MÁRTON Reflexion about visited community schools, ho-meschooling groups, democratic school attempts and their possibilities (in Portugal, Spain, Ireland and Hungary). |
| 131-137 | TÖBB, FORRÁSBÓL His colleagues, students, and friends bid farewell to the deceased educational philosopher. |
| 138-139 | KNAUSZ, IMRE – FÁBRY, BÉLA What do we imagine the future of school to be like? A short introductory discussion for the conference that aims to bring together various pedagogical workshops and thinkers. |
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