Vol. 76
(2026)
Issue 09-10 | DATE OF PUBLISHING: 2026-11-08 ABSTRACTS | 5-15 | KERÉNYI, MARI A primary school teacher opens up about her decades-long struggle within the thick of the public education system—how she found her calling, how she lost her faith amidst stifling regulations, and the changes she is experiencing as a result of recent months. |
| 16-44 | ARATÓ, FERENC – BALOGH, ZOLTÁN ÁBEL Introduction. Teacher bullying has received considerably less scholarly attention than peer bullying, particularly in the Hungarian context.
Aim. The present study aimed to explore the retrospectively reported prevalence of different forms of teacher bullying among Hungarian higher education students, based on self-reports referring to three stages of their school trajectories: lower primary school, upper primary school, and secondary school.
Method. The study included the entire cohort of first-year, full-time teacher education students at the University of Pécs. Data were collected using a Hungarian translation and modified version of the Teacher Violence Scale. Participation was voluntary and anonymous, and data were collected online.
Results. The findings indicate that different forms of teacher bullying were reported at substantial rates in the sample. The retrospectively reported prevalence of physical bullying was highest during lower primary school and was lower at subsequent school levels. The Blaming and Humiliation factor showed the highest prevalence, with the highest mean scores across all three school levels. The data also indicated that several forms of teacher bullying occurred across multiple school levels and that different types of bullying frequently co-occurred. A substantial proportion of students reported encountering teacher bullying not only as victims but also as witnesses during their years in public education.
Conclusion. Based on retrospective reports from a specific student sample, this exploratory study contributes to expanding the available knowledge about the prevalence and forms of teacher bullying in Hungary. The study represents the first milestone in a longer-term research programme that aims to provide a more nuanced understanding of the phenomenon through further retrospective data collection in the coming years.
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| 45-58 | BENEDEK, SAROLTA The education of autistic students in inclusive school settings is shaped not only by organisational and methodological factors but also by teachers’ attitudes, perceived preparedness, and access to professional support. This study examines teachers’ perceptions of the challenges involved in educating autistic students in a secondary school context, with particular attention to their experiences of uncertainty and perceived support needs. The analysis draws on theoretical perspectives from inclusive education, the neurodiversity paradigm, and approaches that emphasise mutual misunderstandings and the limitations of interpretive frameworks in educational interactions.
The exploratory questionnaire-based study used a questionnaire specifically developed for this research and completed by 25 teachers. The findings indicate that while teachers are generally open to the inclusion of autistic students, they often experience significant uncertainty in interpreting and responding to inclusive classroom situations. Reported support needs primarily concern structural conditions and the availability of professional support within the institution.
The study suggests that the sustainability of inclusive educational practice may be closely linked to teachers’ psychological sense of safety, the expansion of interpretive frameworks, and the development of reflexive professional support structures within schools.
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| 59-77 | SZILI, KATALIN – GERESICS, KRISZTINA Self-regulation in preschool involves the coordination of attentional, emotional, and behavioural processes, and its development is shaped by the social and pedagogical environment. This interpretive narrative review examines the conditions under which adaptively organised children’s yoga may contribute to supporting self-regulation in heterogeneous preschool groups. A structured literature search identified seven comparative studies of children’s yoga, which were analysed alongside relevant reviews and pedagogical background sources. The primary studies reported favourable changes in some measures of attention, behavioural self-regulation, and self-control, whereas other outcomes were mixed or statistically inconclusive. A meta-analysis of controlled studies found a small favourable overall effect on executive functions. Methodological heterogeneity and the multicomponent nature of the programmes limit causal interpretation. The synthesis yielded a three-level pedagogical framework that distinguishes general organisational conditions, the content configuration of children’s yoga, and considerations for adaptive implementation. A five-phase session model illustrates one possible application of the framework. The pedagogical value of children’s yoga depends on the coherent organisation of its content, the quality of implementation, and guidance responsive to children’s differing needs. |
| 78-96 | DEÁK-LUKÁCS, KAROLINA The primary aim of this study is to provide a comprehensive overview of Hungarian language teachers’ attitudes, methodological practices, and challenges regarding the teaching of linguistic diversity—particularly the use of dialects. The research examines the extent to which recommendations from academic discourse align with everyday classroom reality, exploring curriculum representation, the linguistic attitudes of teachers and students, and the structural barriers that hinder deeper processing.
The empirical study was conducted between December 2025 and March 2026 using a nationwide online survey, which was completed by 738 teachers of Hungarian language and literature. The results confirm the hypotheses: the majority of teachers (68.6%) believe the topic is underrepresented, and there is a need for it to be given greater emphasis. The research highlighted that speaking in dialect remains stigmatized among students; 62.3% of respondents believe that students primarily find dialects funny.
According to the research findings, the main obstacles to in-depth treatment of linguistic diversity are a systemic lack of time (n = 648), a lack of appropriate teaching materials (n = 218), and the fact that the subject is sidelined in the examination system. Although 94.8% of teachers consider the role of linguistic diversity in fostering tolerance to be fundamental, they rate their subject-specific preparedness as only moderate. At the same time, a positive finding of the research is that 80.2% of teachers are open to expanding their knowledge, primarily through the use of practical, online-based teaching materials and courses. |
| 97-106 | HERÉDI, REBEKA This study highlights that storytelling and creative writing encompass methodological possibilities in literature education that extend beyond the framework of traditional text composition. Narrative-based thinking is one of humanity’s fundamental mechanisms for constructing meaning; therefore, stories can be viewed not merely as literary objects, but also as tools for interpreting oneself and the world. The study argues that creative writing and storytelling provide students with the opportunity to engage with the process of literary learning as active creators.
The fairy tale as a genre is particularly well-suited for this purpose, as it offers both stable narrative frameworks and ample space for the imagination. Fairy tale functions – such as the absence, the trial, the roles of helpers and adversaries, and the restoration of order—provide structural patterns that support the storytelling process while encouraging creative thinking and self-expression. Co-created stories not only aid the development of narrative competencies but also foster social collaboration, collaborative problem-solving, and reflective thinking. Storytelling can thus be understood as a complex pedagogical space that connects literary reception, creative activity, and personal meaning-making, while preparing students for drama-based learning.
This study is the first in a two-part series that examines the potential applications of creative writing and drama pedagogy in literature education from the perspective of storytelling. This paper focuses primarily on the theoretical background of creative writing and storytelling, as well as the role of narrative structures in storytelling, while the second part of the series discusses the drama education approach and the practical implementation of the presented activity. |
| 107-111 | SZONTAGH, PÁL IVÁN This article reflects on the phenomenon of “atheistic transcendence,” the paradox of worldview neutrality, and the necessity of value-supportive education in connection with Gábor Németh’s essay titled The Absence or Transformation of Transcendence |
| 127-130 | KÉRI, KATALIN The detailed review, which also highlights a large number of content elements, regards Renátó Támba’s multiyear, meticulous, source-based and theoretically fine-tuned work on the history of childhood iconography as a synthesis of the author’s exploratory research that provides a mosaic-like yet highly nuanced picture, while also being readable as a coherent monograph. |
| 112-126 | BATANCS, ENIKŐ This study examines the extent to which children’s right to bodily self-determination is respected in Hungarian Kindergardens, focusing on sleep and mealtime routines. An online survey was conducted in February and March 2026, involving 1,325 respondents (roughly equal numbers of parents and preschool professionals). The findings show that mandatory rest time is present in 98.8% of Hungarian Kindergardens, and according to 75.3% of respondents, children are required to lie down for the entire rest period regardless of whether they are sleepy. Regarding mealtimes, mandatory tasting is widespread, and nearly 42% of respondents report that no alternative is offered when a child refuses to eat. The survey also reveals a significant gap between the experiences of educators and parents, particularly in assessing the frequency and severity of stress and resistance related to rest time. Rather than attributing blame to individual practitioners, the study identifies systemic patterns and highlights the need for a shift in professional attitudes: at the levels of institutional leadership, professional community, and initial and continuing teacher education. Examples of good practice demonstrate that a flexible, child-centred approach is achievable within conventional preschool settings. |
| 131-134 | KRAICINÉ SZOKOLY, MÁRIA The review praises the pioneering nature of the volume; its focus on knowledge-based volunteering understood as a learning environment with labor market relevance, as well as the significance of the empirical research presented in the volume for understanding the various social and individual benefits of volunteering. |
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