The application of virtual reality (VR) in geography education is regarded as a progressive and proactive method that has still not gained sufficient attention in the educational policy in Hungary. The aim of our review is to find the ways and means to make it happen. We selected 47 works that are closely linked to geography teaching and analyzed their bibliometric (authorship and journal characteristics, types of works and applied methods, keywords, referencing, and co-citation networks) and contextual characteristics (research objectives, demographic, gender and social background, hardware and software specifications, advantages and disadvantages, conclusions, and predictions) which we expected to help us to understand the slow implementation and undeserved marginalization of VR in the curricular geography education. We used a mixed-method research analysis combining elements of quantitative and qualitative analysis using inductive reasoning. Our preliminary assumption that the application of VR technology is an effective and useful way of teaching geography was proved by our findings. The methods used by the authors of the reviewed empirical works, together with the recommended future research topics and strategies, can be applied to future empirical research on the use of VR in geography education.

Shaping attitude related to renewable energy resources is the task of the entire society and in the case of students of different ages it is realized via education in and outside schools. This research concerns the analysis of the knowledge of students related to renewable energy resources, exploring the differences in the case of students in different grades and also the identification of correlations between the knowledge for renewable energy and some of its influencing factors. The research was carried out in spring 2018 with 4th (N=466) and 7th (N=529) graders in primary school and also with 11th graders (N=328) in secondary school in Hungary. Association and selection tasks applied in the research were related to knowledge of renewable energy resources and three questions concerned influencing factors. Assessment was performed based on the word association test. Results indicate poor and less stable knowledge in the case of every grade. The knowledge structure of the grades is similar, solar, water and wind are the most well-known renewable energy resources. Regarding knowledge, the type of the settlement of residence, education level of parents, school curriculum, textbook, theme weeks, project work, media and internet were important among influencing factors. Keywords: project work, renewable energy knowledge, school curriculum, theme work, word association.

Sports facilities play a very important role in educating people about the benefits of a healthy lifestyle, and the examination of their spatial distribution is one of the important research areas of sport geography, a field of study becoming increasingly important in recent times. In this spirit, the aim of this paper is to present the spatial distribution of sports facilities in a specific Hungarian sample area, the Észak-Alföld (Northern Great Plain) region, to point out the differences between settlements, as well as the reasons behind these differences. Data received from the local authorities and state administration bodies were used for the preparation of the study, which included the different sports facilities at the settlement level in addition to information found on the Internet. The following conclusions were drawn based on the research. First of all, it was found that the settlement size significantly influences the spatial distribution of sports facilities, inter alia, larger settlements with larger populations boast increased demand and higher purchasing power and also have more enhanced and more diverse sports infrastructure. Secondly, in the case of competitive sports, the size of settlements is less relevant; there are only insignificant differences between the settlements of different sizes. This can be explained by the fact that almost all settlements have their own football pitch. Thirdly, the administrative role of the settlements was also found to be significant since settlements being on higher levels of the hierarchy (district centres, county seats) always have better facilities.

Within the framework of the increasing importance of sports in the last few decades, researchers are focusing more and more on the role of sports facilities in the regeneration of urban areas. The existing studies, however, mainly concentrate on the effects of the investments on the built-up areas, and less attention is paid to the analysis of the relationship between these facilities and the green areas. The primary objective of our—in this context pioneer—research is to analyse the role of the new stadium in the regeneration of one of the most important green areas in Debrecen (Hungary), in Central Europe. We explore the historical influences, the need to foster development and the most significant effects of the investment. Finally, we point out the relationship between the theoretical approaches and our case study in Debrecen.

This study analyses the higher education admission results of Hungarian ethnic minority students in Hungary originating from Central and Eastern European countries (Serbia, Croatia, Slovenia, Slovakia, Ukraine, and Romania) by secondary education background (national system vs. foreign system) and school-leaving qualification background (advanced and intermediate levels in Hungary and their native country). Students (n = 759) take (or have taken) part in undivided (5-year) and bachelor (3-year) programs at universities in Hungary and, for historical reasons, live as ethnic minorities in their home countries in the Carpathian Basin. There are significant differences in the number of students according to their secondary education background. Of the admitted students, 83.7% graduated from a national system secondary school and 16.3% from a foreign system secondary school before entering higher education. Using a Mann–Whitney U-test, we confirmed that the admission scores of students from the national secondary education system are significantly different from the scores of students who graduated from a foreign secondary education system (p < 0.001). The results of the Jonckheere–Terpstra test demonstrated that students with advanced-level exam results performed significantly better than those who entered higher education with intermediate-level or native country examination results (p < 0.001). However, there is no detectable difference (p > 0.05) between students who graduate at the intermediate level and students who graduate with a native country certificate. A regression model, based on the median admission scores, exhibited a trend of improving results for foreign students. The R² quadratic determination coefficient is 0.705. This study provides insights into the educational pathways and decisions of Hungarian students residing abroad, underlining the influence of the national context and public education systems on their educational trajectories.

This research investigates higher education admission outcomes at Hungarian universities for ethnic Hungarian minority students residing in countries within the Carpathian Basin. The region is distinguished by a variety of national policies that impact minority education. By analyzing extensive data on the availability of mother tongue education, the status of minority rights, advanced level examination performance, and types of settlement using a wide range of statistical methods, our study reveals significant cross-national differences in the distribution of admission scores and central tendencies. Compared to lower and more varied scores for students from Ukraine and Romania, ethnic Hungarian students from Serbia and Slovakia achieved high average admission scores. Performance was notably more consistent among students from EU member states compared to non-EU regions, strongly linking outcomes to the more robust implementation of minority rights and better access to mother-tongue education within the EU framework. A critical finding is the strong positive correlation (Pearson r = 0.837) between admission scores and advanced level examination results, highlighting the pivotal role of these exams for the academic progression of these minority students. The Jonckheere-Terpstra test (p < 0.05) further confirmed significant performance differences between ranked country groups, with Serbian and Slovak students generally outperforming their Ukrainian and Romanian counterparts. Counterintuitively, settlement type (urban vs. rural) exhibited a negligible relationship with admission scores (r = 0.150), explaining only 2% of score variability. This challenges common assumptions and suggests other factors specific to the Hungarian minority context are more influential. This study provides crucial insights into the complex dynamics influencing Hungarian minority students’ access to higher education, underscoring cross-country educational inequalities, and informing the development of equitable minority rights and mother-tongue education policies in Central Europe for these often-marginalized communities.