Vol. 76
(2026)
Issue 05-06 | DATE OF PUBLISHING: 2026-06-19 ABSTRACTS | 5-12 | NÉMETH, TIBOR Between 1880 and 1980, Canada forced around 150,000 Indigenous children into distant residential schools, executing a systematic cultural genocide through sexual abuse, isolation from families, and the prohibition of native languages. This colonial policy left a severe traumatic legacy, causing intergenerational residential school syndrome, addiction, rage, and the fragmentation of communities. Healing began by acknowledging this colonial trauma.
The first milestones toward genuine reconciliation were the 2007 out-of-court settlement and the establishment of the Truth and Reconciliation Commission in 2008. The Commission’s 2015 final report formally labelled the system a cultural genocide, prompting state and papal apologies. Rooted in restorative justice, the Commission aimed to rebuild broken relationships rather than exact retribution, presenting a 94-point Call to Action.
Education became the primary tool to dismantle systemic inequalities. The federal government gradually withdrew from managing Indigenous schools, allocating substantial funding for infrastructure and language revitalization. The 2019 Indigenous Languages Act recognized language rights and integrated the wisdom of respected Elders into schools, allowing them to teach and provide emotional support.
Today, Canadian provinces have integrated Indigenous history and perspectives into their curricula. The educational focus has shifted from classroom theory to land-based learning in native languages, blending modern science with ancestral knowledge. Reconciliation and culturally appropriate education are recognized not only as moral obligations but as vital national interests for Canada's future. |
| 13-25 | PÁLVÖLGYI, LAJOS A wide range of measures can help a sector function and renew itself. Alongside the recognition and fair compensation of sector stakeholders, encouraging innovation is certainly among the top priorities. In the case of education, the innovation system functions as a kind of immune system, whose cells — innovative educators — are capable of identifying a range of smaller and larger problems and, with sufficient creativity, neutralizing them or transforming them into solutions. Ideally, anyone can become an innovator, and a well-functioning sector strongly encourages, rewards, and supports this. The planned increase in the professional autonomy of teachers and schools makes the development of the culture of innovation particularly relevant in our country. This article reviews several recent related domestic studies and proposals, addressing measures to encourage innovation, the risks of innovation, and risk management. |
| 26-49 | BOCSI, VERONIKA Although data on educational downward mobility (EDM) are limited, it appears more common among younger individuals in Hungary. This study examines the 25–29 age group from the Hungarian Youth 2020, focusing on the following subsamples: father with degree (N = 437), father high school education (N = 823), and father with vocational education (N = 1197). We analyzed how variables like gender, type of settlement, or the educational level of mother relate to chance of EDM, using binary regression models. If the father has got a degree, the rate of EMD was 26.8%, it was 11.3% in the case of high school education and 3.8% in the case of vocational educational level. The men in the subsample of father’s high school educational level tended more to involve in the process of EDM. During the comparison of educational and professional pathways the pull effect of vocational jobs could be shown. The chance of EDM were formed in the subsample of highly educated father by disagreement of parents’ life, economic condition, the father’s type of the degree and the educational level of mother. In the subsample of high school educated father the forming factors were the following: sex, disagreement of parents’ life, type of the settlement, economic condition, educational level of mother and the detailed type of the father’s educational level. To identify longitudinal trends in the field of EDM the database of Hungarian Youth Research 2016 was used too. If we compare the 2020 EDM rates with the data from the Hungarian Youth Research 2016, we experience a decrease at all educational levels, so overall the EDM rate has decreased. |
| 50-72 | SOTKOVSZKY, LILI – BÁRDOS, JENŐ This study examines the extent to which AI-based chatbots are capable of reproducing discourse-pragmatic patterns characteristic of language teacher communication, drawing on a historical overview of technological developments in language education. Whereas earlier technologies primarily supported access to linguistic input and autonomous practice, contemporary systems are increasingly able to partially imitate the teacher’s role through conversational interaction and feedback. Rather than investigating pedagogical effectiveness, the study focuses on whether interactions between AI and learners exhibit features characteristic of institutional teacher discourse. The analysis is conducted qualitatively, using a literature-based checklist applied to dialogues generated within a controlled learner role. The findings support the assumption that AI-based chatbots are capable of reproducing certain micro-level strategies associated with teacher communication; however, they do not consistently adopt the interactional and institutional roles that define language teacher discourse as a whole. |
| 73-90 | JÓZSA, GERGELY This study examines the operation and pedagogical impact of DINAMO (Digitally Up-to-Date Methods), an alternative creative group established as an innovation in art education. The group's central focus is the integration of generative image creation into art education, with the aim of strengthening self-expression and identity while enhancing creative and learning outcomes. DINAMO provides a reflective learning environment that supports experimentation and experience-based, alternative approaches to art curriculum development, combining traditional manual techniques with digital methods. Images generated by artificial intelligence become an integral part of the creative process, facilitating creative decision-making and fostering professional competencies. The research emphasizes that AI does not replace classical artistic values; rather, it complements them as a contemporary pedagogical tool while preserving the importance of the “human touch.” Particular attention is given to digital image editing, critical reflection, and the conscious formulation of prompts, through which students acquire deeper professional knowledge. In addition, the study seeks to reduce skepticism toward AI and to build trust in this technology. The DINAMO model serves as an example of how artificial intelligence can be integrated into visual arts education in a way that supports self-expression, creativity, and pedagogical innovation while preserving traditional artistic values and artistic freedom. |
| 91-116 | CZAPNÉ MAKÓ, ZITA – CSÉPÁNY, NIKOLETTA Numerous studies have confirmed the effectiveness of cross-curricular methods in enhancing the teaching–learning process. Despite this, their application in lower elementary education remains limited, particularly in subjects such as mathematics and Hungarian literature, which are traditionally taught as separate disciplines. This study aims to explore the potential for integrating mathematics and reading instruction in lower primary classrooms. We argue that such integration can offer multiple benefits: increasing student motivation, enriching classroom activities, and supporting the development of both literacy and numeracy skills. Furthermore, it may contribute to overcoming common learning difficulties by providing a more holistic approach to knowledge acquisition.
To investigate current attitudes toward cross-curricular methods, we conducted an online questionnaire survey among 82 respondents, including 42 teacher training students and 40 qualified teachers. The survey examined perceptions of pedagogical value, practical feasibility, and potential challenges. Findings reveal that both groups consider cross-curricular approaches highly beneficial for fostering motivation and improving learning outcomes. However, respondents also highlighted significant implementation difficulties, such as time constraints and lack of resources. Based on these insights, we recommend the development and dissemination of structured task packages and teaching aids to facilitate the practical application of cross-curricular strategies in lower primary education. |
| 117-131 | VIDA, GERGŐ – NAGY, DORISZ In Hungarian public education system, the inclusion and integration of children with special educational needs (SEN) is a conceptually blurred and poorly defined concept. Although integration is a legally established option, the concepts of inclusion and equity are less explicitly addressed in the regulations. The absence of several key components, such as institutional conditions, including inadequate communication with parents, hinders inclusion. As education policy undergoes restructuring, it may become relevant to discuss inclusion not solely as an institutional, funding, or staffing issue, but as the functioning of the school community as a whole. This study targeted one of the less-researched stakeholders in inclusive education: the parents of children without special educational needs (SEN). We propose that their level of awareness and trust can directly influence the success of inclusion programs.
This study examined views on inclusive education within the framework of a pilot study using a quantitative, questionnaire-based method. Our goal was to explore how parents raising children without SEN interpret the concept of inclusive education and what factors influence their acceptance or reserved attitudes. Data were collected online using a questionnaire and snowball sampling method. Five working hypotheses were tested using correlation calculations and the Mann–Whitney U test. The results indicate a strong negative correlation between self-reported knowledge and uncertainty about inclusive education. Parents who received information from the school demonstrated significantly higher institutional trust; however, more than two-thirds of respondents received no information about inclusive education. Personal experience alone does not lead to acceptance; however, there is a moderate negative correlation between parental concerns and assessments of perceived positive effects. Based on the results, parental uncertainty may stem primarily not from rejection but from a lack of information, which underscores the importance of school communication and the conscious involvement of parents in the educational process. |
| 132-142 | NÉMETH, GÁBOR This study examines the phenomenon of atheist transcendence from the perspective of Christian pedagogy. Its point of departure is that in modern, secularized societies transcendence has not disappeared but has been transformed: detached from religious language, it reappears in new forms through moral commitment, communal responsibility, and the search for meaning oriented toward the future. The paper outlines the modern transformation of the concept of transcendence and interprets atheist transcendence as a human experience that presupposes a horizon of meaning and normativity beyond the self, without referring to any divine foundation. In exploring its pedagogical dimension, the works of Makarenko and Sukhomlinsky serve as key examples, with particular attention to future orientation, moral surplus, and the role of community. The study argues that atheist transcendence is a real human and pedagogical experience; however, its ultimate foundation remains uncertain. In this context, Christian pedagogy appears not as a rejecting alternative, but as an interpretive and fulfilling horizon capable of preserving the absolute character of human dignity in educational practice. |
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