The primary goal of this research was to empirically identify and validate the factors influencing student engagement in a learning environment where AI-based chat tools, such as ChatGPT or other large language models (LLMs), are intensively integrated into the curriculum and teaching–learning process. Traditional educational theories provide a robust framework for understanding diverse dimensions of student engagement, but the integration of AI-based tools offers new personalized learning experiences, immediate feedback, and resource accessibility that necessitate a contemporary exploration of these foundational concepts. Exploratory Factor Analysis (EFA) was utilized to uncover the underlying factor structure within a large set of variables, and Confirmatory Factor Analysis (CFA) was employed to verify the factor structure identified by EFA. Four new factors have been identified: “Academic Self-Efficacy and Preparedness”, “Autonomy and Resource Utilization”, “Interest and Engagement”, and “Self-Regulation and Goal Setting.” Based on these factors, a new engagement measuring scale has been developed to comprehensively assess student engagement in AI-enhanced learning environments.

The pandemic situation caused by COVID-19 has challenged the education system, not only in Hungary, but everywhere in the world. The use of information and communication technology in education, including higher education, has transformed students' expectations and, at the same time, redefined the role of the online educator. This is because online teaching and learning is significantly different from teaching-learning in a traditional environment, and educators need to rethink their role in the learning and teaching paradigm. Our higher education institution has developed a new learning-teaching concept based on the experience of distance education introduced as a result of the pandemic situation. The research described in the study and the corresponding developments are shared as good practice for other higher education institutions.

A szakképzés pedagógushiánya az elmúlt időszak intézkedései ellenére még mindig aggasztó, a tanárutánpótlás, a képzésbe belépők száma lehet ennek kulcsa. Érdemes ezért megvizsgálni a képzésbe lépők motívumait, hiszen a pályaszocializáció és a pályamotiváció egyértelműen fokozza a pályán maradás képességét. Tanulmányunkban azt kívántuk bemutatni, hogy hol tart a szakmaipedagógusi – szakoktatói és mérnöktanári – képzésben részt vevő hallgatók szakmai szocializációja, milyen jellemzőkkel lehet leírni azt, és hogyan segítheti elő szocializációjukat egy képző intézmény, hogy pedagógusi pályájukon sikeresek legyenek. A vizsgálat során mérnöktanár és szakoktató hallgatókat kérdeztünk meg online kérdőív segítségével pedagógus pályaválasztási szempontjaikról, pálya melletti elköteleződésükről és leendő pályájukról. A kérdőívet kitöltők adatait az IBM SPSS Statistics programmal értékeltük ki. Az elemzés során megállapítottuk, hogy a pedagógusjelöltek vonzódnak szakmájukhoz. Leggyakrabban ez a gyermekekkel végzett munka belső élvezetében mutatkozik meg, valamint a szakma iránti szenvedélyben: vonzza őket a munka érdekessége és az a meggyőződés, hogy alkalmasak a tanításra, azaz a tanítás megfelel a személyes képességeiknek. A hallgatókat jellemzően a szakma altruista természete is motiválja, ideértve azt a vágyat, hogy másokon segítsenek, és a gyerekek életére gyakorolt befolyásukon keresztül hozzájáruljanak a társadalmi hasznossághoz Az eredmények nyomán megállapíthattuk, hogy az oktatási intézményeknek is kiemelt jelentősége és szerepe van a szakmai szocializáció folyamatában.

The purpose of this study is to examine the strengths, weaknesses, opportunities, and threats of distance learning in higher education, looking back with sufficient insight in relation to the time since COVID-19, using a SWOT analysis. The SWOT analysis not only identified the strengths of distance education, which we can build on, but also determined the weaknesses that can be overcome to build efficient and effective distance education models, in which we can transform threats into opportunities.

For vocational teachers today, it is crucial to have pedagogical and digital competences in addition to professional competences. Pedagogical skills are essential to enable trainers to effectively transfer knowledge and motivate learners. An empathic and supportive teaching approach helps to promote active participation and engagement of learners and creates a positive learning environment. Moreover, digital competences are essential in modern education, which is rapidly becoming digital. Teachers need to keep up with the evolution of digital tools and platforms to provide interactive and flexible education that is adapted to the needs of learners and the expectations of the labour market. The research described in this study, conducted among VET teachers, can make a significant contribution to the development of these competences. It can reveal the current competences of teachers and identify needs for improvement. For example, it could reveal how well they feel prepared to use digital tools and what further training they need. On the basis of this information, educational institutions can develop targeted training programmes and support schemes to help develop pedagogical and digital competences.

Vocational education and training (VET) plays a vital role in sustaining labour market competitiveness and supporting social cohesion, with vocational instructors holding a decisive role in transmitting occupational expertise and shaping the professional identity of future skilled workers. Although teacher motivation and professional identity have been widely examined, relatively little attention has been devoted to the role of personal resources in the education of vocational instructors. This study addresses this gap by analysing four cohorts of vocational instructor trainees at a Hungarian university between 2021 and 2024 (N = 221). Data were collected using the Values in Action (VIA) Inventory of Strengths, which measures 24 character strengths across six virtues, and analysed through descriptive statistics, cohort comparisons, correlation tests, and principal component analysis. The findings revealed a consistent profile dominated by fairness, kindness, love of learning, teamwork, and perseverance, reflecting a combination of ethical commitment, interpersonal sensitivity, intellectual curiosity, and resilience. Cohort-level comparisons indicated minor variations, such as stronger teamwork in 2022 and higher love of learning in 2023, while the correlation and Principal Component Analysis (PCA) confirmed that strengths clustered into broader constellations largely consistent with Peterson and Seligman’s six virtues. These results underscore the relevance of a strengths-based approach in vocational instructor education by showing how existing resources can support identity development, resilience, and long-term professional commitment, and point to the need for future longitudinal and multi-institutional studies.