Vol. 75
(2025)
Issue 11-12 | DATE OF PUBLISHING: 2026-01-19 ABSTRACTS | 5-12 | KERÉNYI, MARI The author revisits the subjects of an interview conducted four years earlier. József Braun, Imre Knausz, Kata Törley, and László Trencsényi once again share their reflections on the persistent deficit of autonomy in public education and in the everyday life of schools. The article explores what educational autonomy entails, what its absence means, how this lack shapes both school operations and the broader educational system, and, finally, whether any viable pathways exist for overcoming the current challenging situation. |
| 13-36 | BENCSIK, RÉKA – SCHNIDER, DOROTTYA Our paper investigates the pedagogical potential and subject-specific methodological aspects of using online escape rooms created on the Genially platform in physics education within the framework of an action research study. We present the affordances of Genially as an interactive presentation tool in light of students’ generational characteristics, review research findings that support the effectiveness of gamification and escape rooms in classroom learning, and provide a detailed methodological guide for the design and implementation of online escape rooms aligned with the physics curriculum.The aim of this study is to demonstrate how elements of gamification can be integrated into physics teaching in order to increase student motivation, deepen conceptual understanding, and develop problem-solving skills. |
| 37-54 | DUNÁS-VARGA, ILDIKÓ – KRAICINÉ SZOKOLY, MÁRIA The study is grounded in the ongoing paradigm shift in the labor market, which introduces new competency requirements and challenges. The introductory section explores the social and economic context, with particular attention to the employment situation of persons with disabilities and the structural barriers they face. The second section presents the economic and social benefits of inclusive employment and examines employment trends in Hungary, focusing on employer attitudes and prejudices, while highlighting the role of personal experience in shaping these attitudes. The third section addresses issues related to access to education and training, with an outlook on teachers’ attitudes and the challenges of adult education. Based on quantitative and qualitative research findings, the prioritization of soft skills, practical experience, and sector-specific competence development emerges as key pedagogical implications. The study formulates recommendations for extending pedagogical practices that enhance inclusivity across various levels of the education system. |
| 55-82 | KRAUSZ, PETRA This study aims to present the methodological applications and new task units of visual arts in public education and higher education institutions in the field of special education, in the context of silent books. As a continuation of previous research, it became necessary to rethink the structure of visual arts education tasks. The special education segments of these exercises draw on the work of Éva Sándor, through the formulation of visual language elements and representation. Furthermore, it builds on the receptive and creative abilities of visual communication and the possibilities of picture book structure and methodological application. The adaptation of new theoretical knowledge into practice helps to understand and interpret the five levels of creativity and to develop creative behavior. This research is based on a questionnaire that maps the visual culture knowledge of students starting their special education training. The survey is a continuation of a longitudinal study conducted at the Faculty of Education of Eszterházy Károly Catholic University. I used a questionnaire to assess the effectiveness of adapting and teaching new theoretical knowledge in practical task units among students. The study also makes recommendations for the methodological application of good practices in public education, which was implemented at the Egri Mlinkó István EGYMI, Kindergarten, Primary School, and Boarding School in the 2023/2024 school year.
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| 83-98 | PUTZ, GERGŐ The aim of the research was to explore and compare the scientific literacy and pseudoscientific views of high school students across four grades. The central question of the study was to map the extent to which students are able to distinguish between scientific knowledge and pseudoscientific statements, and how this ability changes with school progress. The survey used a questionnaire containing 12 statements on scientific and pseudoscientific topics, with responses measured on a five-point Likert scale. The questionnaire thus examined students' knowledge of natural sciences, critical thinking, and attitudes toward beliefs. The sample consisted of 137 students in grades 9, 10, 11, and 12 at the Szombathely Art High School and Technical College. The results showed that students in higher grades generally had greater scientific literacy, but there was no clear improvement in the rejection of pseudoscientific views. Certain misconceptions, such as „we only use a small part of our brain's capacity,” remained widely accepted regardless of grade level. At the same time, there was almost complete consensus on the human origins of climate change, indicating that public discourse and education strongly shape students' opinions on certain scientific issues. The research highlights that, in addition to formal education, the development of critical thinking and media awareness is of paramount importance. The results may contribute to increasing the effectiveness of science education and to placing greater emphasis on the recognition and conscious handling of pseudoscientific views in school practice. |
| 99-108 | CSIRMAZ, SÁNDOR – HUGYECZ, HAJNALKA The article presents the pedagogical and organizational experiences of the ARISS contact conducted in 2025 at Sándor Petőfi Lutheran Grammar School in Mezőberény. In the project, students and teachers worked together to prepare for the live radio communication with the International Space Station, during which the students were able to ask questions to NASA astronaut Jonny Kim. Throughout the several months of preparation, students engaged with scientific topics, space exploration, the basics of radio technology, and the development of communication skills. |
| 109-112 | SÁRVÁRI, KATARÍNA The review presents a renewed approach to teaching sustainable economics through an evaluation of a teacher's handbook. The volume combines theoretical economics with elements of sustainability, green finance, and an interdisciplinary approach, while providing detailed methodological guidance for university teaching. The review highlights the peda-gogical innovations of the handbook and its potential to renew higher education practice. |
| 113-116 | NAGY, ÁDÁM – BACSA-BÁN, ANETTA The authors of this paper are reviewing the volume titled: „Once Upon a Time, a School Set Off for Visnyó” – Our Camps, published in 2025. This volume is the second piece in the Lenyomatok (Imprints) series, produced under the pedagogical guidance of the Carl Rogers School. While the review acknowledges the irreplaceable value of the Carl Rogers School's camping methodology, the authors offer a few key points for debate and discourse regarding certain fundamental principles. |
| 117-120 | POPELMAJER, SANDRA The review of the study volume titled Panorama of Theatre Pedagogy, edited by Ádám Bethlenfalvy and Gabriella Kiss, provides a comprehensive overview of the development and current status of Hungarian Theatre in Education (TIE) over the past decade.. The volume's distinctiveness lies in its dual approach: it simultaneously presents the history of Hungarian theatre practice, contemporary experiments, and pedagogical perspectives, thus serving as a fundamental reference for educators and researchers. |
| 121-124 | TRENCSÉNYI, LÁSZLÓ The author summarizes the presentations and contributions of the conference entitled “The Intellectual Capital of Alternative Schools”, initiated by Zsuzsa Kereszty – concisely, focusing on key ideas and with many quotes |
| 125-137 | BODNÁR, ILDIKÓ In his writing the author traces the professional history of his great-grandfather, Gábor Belényi, a Reformed cantor and teacher (1874–1955), based on available documents – including the teacher's written thoughts. |
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