ELTE Promising Researcher Award
Eötvös Loránd University
January 11, 2025
The University's "ELTE Promising Researcher" award recognizes research achievements that are linked to the researcher and that were predominantly carried out at ELTE. Priority will be given to international and/or open-access publications. They do not only focus on completed research but also look for promising topics and directions for the future. Applications are usually evaluated by the Scientific Council and other academic experts invited by the Vice-Rector for Science.
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Tags: Generative AI
Academic Youth Prize
Hungarian Academy of Sciences
January 02, 2025
The Academic Youth Prize was established by the leadership of the Hungarian Academy of Sciences to recognise the achievements of young researchers in the field of science.
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Tags: Digital Transformation
Sapere Aude Award
Eötvös Loránd University, Faculty of Education and Psychology
January 09, 2023
The Sapere Aude Award is awarded to a lecturer or researcher who has played a leading role in the faculty's key scientific research activities and who has contributed to the enhancement of the faculty's reputation through his or her scientific work.
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Tags: Education
Generative AI in Education
University of Glasgow (Coursera)
January 02, 2024
Credential ID 2T4NGAZSX26T
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Tags: AI, Education, Generative AI
Innovative Teaching with ChatGPT
Vanderbilt University (Coursera)
January 02, 2024
Credential ID ERMNDCV4CR4P
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Tags: AI, Education, Generative AI
Digital Transformation
University of Virginia Darden School of Business (Coursera)
January 04, 2020
Credential ID H23DQDW4F52R
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Tags: Digital Disruption, Digital Transformation, Future of Work
Use of artificial intelligence in light of AI literacy and AI anxiety among Hungarian higher education students – a pilot study
EDEN 2024 Annual Conference
December 31, 1969
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Tags: AI, EdTech, Generative AI
Challenges and opportunities of artificial intelligence in education.
DISCO 2023 Conference
December 31, 1969
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Tags: AI, EdTech, Generative AI
Higher education students’ perspectives on GenAI in learning and career futures in the Visegrad countries
Computers and Education Open
December 31, 1969
The rise of generative artificial intelligence (GenAI) in higher education has transformed how students engage with learning, prompting both enthusiasm and unease. While prior research focuses on technology acceptance using quantitative models, qualitative insights into how students interpret these tools remain limited, especially in the Visegrad Group (V4). This study employed a coordinated qualitative design, utilizing 24 focus groups with students from social sciences, education, and management programs across V4 universities.
The study aimed to map student experiences onto the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) and identify necessary theoretical extensions. Inductive and axial coding was applied to analyse emerging themes. Seven thematic categories were identified: 1) AI adoption and utility; 2) output reliability concerns; 3) user skill; 4) ethical dilemmas; 5) impact on cognitive engagement; 6) the university’s role; and 7) future career implications. While several UTAUT2 constructs (e.g., performance and effort expectancy) were supported, others (e.g., social influence, facilitating conditions) were largely absent or transformed. The analysis proposes four critical theoretical extensions: Contingent Performance Trust (expanding Performance Expectancy), Epistemic Vigilance (expanding simple ease of use), Identity Negotiation (internalizing social influence), and Institutional Legitimacy (validating usage norms).
Findings suggest existing models only partially capture GenAI complexity. Students view GenAI as mandatory "career capital" yet experience deep "deskilling" anxiety. The institutional context shaped interpretations, creating an "ethical vacuum." The study calls for universities to move from passive regulation to active scaffolding, implementing prompt literacy training and process-oriented assessment.
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Tags: EdTech, Education, Generative AI
Validity evidence regarding the use of DigCompEdu as a self-reflection tool: The case of Hungarian teacher educators
Education and Information Technologies
December 31, 1969
Digital competence is crucial for technology integration in education, with teacher educators playing a vital role in preparing student teachers for digitalized environments. In our conceptualization of teachers’ digital competence (TDC), we emphasize its embeddedness in a professional context. The Digital Competence for Educators (DigCompEdu) framework aligns with this understanding, yet research focusing on teacher educators is limited. To address this gap, we followed a quantitative research strategy to explore different sources of validity evidence for the DigCompEdu in a small, non-representative Hungarian teacher-educator sample (N = 183) via an online questionnaire. Our study, regarding the DigCompEdu as a measure of TDC, aims to (1) establish validity evidence based on internal structure concerns via Partial Least Squares structural equation modelling to evaluate the validity and reliability of the tool, (2) compare TDC self-categorization with test results to provide validity evidence based on the consequences of testing, and (3) explore validity evidence based on relationships of TDC with other variables such as age, technological, and pedagogical competence. Our findings reveal a significant mediating effect of professional engagement on teacher educators’ ability to support student teachers’ digital competence development. Despite the sample’s limitation, this study contributes to refining the DigCompEdu framework and highlights the importance of professional engagement in fostering digital competence among teacher educators.
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Tags: Digital Transformation, EdTech, Education
A mesterséges intelligencia lehetőségei és kihívásai a pedagógiai tervezés folyamatában
Educatio
December 31, 1969
Tanulmányunkban megvizsgáljuk, hogy – a mesterséges intelligencia fogalmából kiindulva –, milyen lehetőségek merülnek fel a pedagógiailag racionálisan cselekvő ágensek létrehozásában az általános pedagógiai tudás részeként értelmezett tervezés folyamatában (az óratervezés szintjén). A pedagógiai tervezés során felmerülő kihívásokon keresztül bemutatjuk az MI által biztosított lehetőségeket és kihívásokat, reflektálunk a paradigmaváltás lehetőségeire és az ebből fakadóan felmerülő új szerepekre és kompetenciákra. Két lehetséges út (generatív út – tartalom létrehozása; prediktív út – algoritmusokkal támogatott konstruktív összehangolás) mentén mutatjuk be az MI felhasználását a tervezésben. Megközelítésünkben elsősorban a tervezési kompetencia fejlesztésének támogatására fókuszálunk.
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Tags: Education, Generative AI
A mesterséges intelligencia pedagógiailag tudatos használata a tanulási-tanítási gyakorlatban
II. Code Week Magyarország Konferencia
July 10, 2023
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Tags: AI, Education, Generative AI
Mesterséges intelligencia alkalmazásának lehetőségei a tanítási-tanulási folyamatban
Tempus Digitális Pedagógus Díjátadó: A tanulás jövője – Együtt a fejlődés útján
June 12, 2023
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Tags: AI, EdTech, Generative AI
A mesterséges intelligencia lehetőségei és kihívásai az oktatásban - reflexió neveléstudományi perspektívából.
MTA PTB Digitális Pedagógia Albizottság
December 31, 1969
MTA PTB Digitális Pedagógia Albizottság nyilvános ülése, 2023. április 13.
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Tags: EdTech, Education, Generative AI
A mesterséges intelligencia pedagógiailag tudatos integrálása a felsőoktatás-pedagógiai gyakorlatba
Magyar Testnevelési és Sporttudományi Egyetem: Mesterséges Intelligencia konferencia
December 31, 1969
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Semmi értelme tiltani Magyarországon a mesterséges intelligenciát, de amihez vezet, az nagyon veszélyes
Népszava
March 01, 2026
Kulcskérdés, hogy a diákokat érdekeltté tegyék a tanulásban és az oktatók is transzparensen használják a technológiát – véli Horváth László, az ELTE mesterséges intelligenciáért felelős dékáni biztosa.
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Tags: AI, EdTech, Generative AI
„Lehet próbálkozni a tiltással, de a diákok, tanulók általában több lépéssel előttünk járnak” – interjú
Modern Iskola
December 31, 1969
Mai vendégünk Dr. Horváth László egyetemi adjunktus (Eötvös Loránd Tudományegyetem, Pedagógiai és Pszichológiai Kar), akivel Tóth Éva főszerkesztő beszélgetett a pedagógusok eszközhasználati attitűdjéről, a mesterséges intelligenciáról a mindennapi gyakorlatban. Részletek a mai cikkben!
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A ChatGPT-n túl… digitális tolltartónk bővítése MI-megoldásokkal
IV. Oktatásinformatika a felsőoktatásban
December 31, 1969
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Tags: AI, EdTech, Generative AI
A ChatGPT-n túl… - felsőoktatás-pedagógiai módszertani ötletek a mesterséges intelligencia tudatos és felelős oktatási alkalmazásához
ELTE PPK Felsőoktatás-pedagógiai Módszertani Központ
December 31, 1969
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Tags: AI, EdTech, Generative AI
