Despite Hungary's nearly quarter-century membership in the European Union (EU), less than half of its citizens hold a positive mental image of the EU. Education plays a crucial role in fostering and reinforcing a sense of European identity and awareness among students, with textbooks serving as key tools in shaping students’ understanding of European values, citizenship, and identity. This study aims to assess how European identity is represented and integrated into contemporary Hungarian primary school geography textbooks within the framework of the European dimensions in education. In the Hungarian public education system, only textbooks that have been prepared by the state may be ordered from the lists of textbooks for use in state schools. Consequently, these textbooks are significantly dependent on the National Core Curriculum (NCC), as they must comply with its standards, although differences in proportions may occur. The study employs content analysis to evaluate the reflection of European identity in regulatory documents (NCC, framework curricula) and across different grade levels and textbook versions, with a particular focus on the incorporation of the European Dimension in Education (EDE) indicators (Ledic et al., 2016). The textbooks were subjected to a systematic review to ascertain their implementation of EDE indicators. The findings suggest that while the textbooks adequately address European topics, they lack sufficient depth and thought-provoking content to effectively foster the development of European awareness and identity. There is a lack of consistency in how European social diversity and pluralism are presented across different textbook versions. Nevertheless, specific elements of European citizenship, such as consumer rights, are presented only superficially and require further attention. Moreover, deficiencies are observed in the discussion of the European Union and its democratic nature. A decline in the proportion of European content in the geography curriculum has been observed since 2000. Moreover, in the introductory section of the NCC 2020, the term “Europe” is no longer explicitly mentioned, in contrast with its presence in previous curricula. The study offers recommendations, including the enhanced integration of EDE indicators into geography textbooks to promote intercultural understanding and active citizenship. Additionally, the incorporation of interactive elements, such as QR codes, could enhance student engagement and facilitate the cognitive processing of geographical data. By improving these areas, educators can better prepare students for an increasingly interconnected and diverse European environment.

This study examines the European distribution of Chinese foreign direct investment (FDI), with a particular focus on the influence of cultural distance alongside structural and institutional factors. Employing a mixed-methods approach, the research is built on three methodological pillars: the analysis of official Chinese FDI statistics, the comparison of Kogut–Singh and Mahalanobis distances calculated using Hofstede’s dimensions, and the qualitative analysis of interviews conducted with executives of four Chinese companies operating in Hungary. The results indicate that the presence of Chinese capital in Europe is highly concentrated. Luxembourg attracts investments as a financial centre, while Western European countries leverage their stable institutional environments, and the Central and Eastern European (CEE) region is gradually integrating into the Chinese investment network. In terms of the population-proportionate number of Chinese enterprises, Hungary ranks in the top half of the 36 countries examined, standing as the only CEE nation in this tier. The research confirms that no significant positive relationship exists between cultural distance and Chinese FDI distribution; countries culturally closer to China record lower FDI values than Western European states with more advanced institutional settings. Interview findings reveal that strategic and economic factors, such as EU market access, infrastructure, and logistical advantages, are decisive in investment decisions. The study concludes that structural and institutional factors are paramount in shaping the European distribution of Chinese capital, whereas cultural distance merely plays a supplementary role.

Background: The use of escape rooms in education has gained traction as an innovative pedagogical approach to enhancing student engagement and alleviating learning-related anxiety. This study explored the effectiveness of escape rooms as an instructional tool in geography education, with a particular focus on Generation Z students, who are known for their preference for practical learning opportunities and active engagement.Results: The study conducted an educational experiment involving Hungarian 7th grade students, comparing the escape room methodology with traditional frontal teaching methods. The results indicated that students exposed to escape rooms exhibited heightened engagement and sustained attention compared to those in the control group. Furthermore, students generally preferred collaborative escape room sessions, which provided opportunities for social interaction and shared responsibilities. Analysis of end of-unit test results revealed a positive correlation between escape room methodology and student performance, particularly in tasks requiring higher cognitive levels and evaluation.Conclusions: The findings suggest that escape rooms align well with the learning preferences of Generation Z students, and contribute to enhanced student engagement, attention, and learning outcomes in geography education. Escape rooms offer a gamified approach that resonates with the characteristics and preferences of modern learners, emphasizing the importance of innovative teaching strategies tailored to contemporary student needs. These insights underscore the potential of escape rooms as an effective in structional tool for fostering meaningful learning experiences.

The Southern Transdanubian region of Hungary has been subject to ongoing demographic decline and socio-economic challenges since the political transition, particularly affecting its rural peripheries. Over the past two decades, educational expansion has led to an increase in average years of schooling and improved access to higher education levels. However, many small rural settlements continue to experience significant educational disadvantages. This study examined spatial inequalities in educational attainment using census data from 2001 to 2022. Employing spatial statistical methods, including Differential Local Moran’s I, the analysis identified territorial patterns and structural changes across four educational levels: primary, vocational, secondary (with graduation), and tertiary. The results indicate a pronounced clustering of tertiary education near urban centers, whereas lower attainment levels persist in fragmented rural areas. Some peripheral settlements exhibit localized improvement, underscoring the territorially embedded processes of educational advancement. These findings underscore the spatial embeddedness of social mobility and the necessity for geographically targeted policy interventions.

This study examines the spatial patterns of educational attainment in Hungary using settlement-level data from the 2022 census, focusing on individuals with at most lower secondary (ISCED 0–2) and tertiary education (ISCED 5–8). A two-stage analysis – bivariate choropleth map-ping and Optimised Hot Spot Analysis – revealed pronounced regional inequalities. A comparison of the 2011 and 2022 census data shows a nationwide decline in low attainment and growth in tertiary education, especially in urban areas. However, peripheral regions remain disadvantaged. These findings highlight the uneven spatial effects of educational expansion, reinforcing the need for territorial-specific education and development policies.

A magyar tanárképzésben régóta fennálló strukturális feszültség a diszciplináris (akadémikus) képzés és a pedagógiai-gyakorlati felkészítés közötti aránytalanságból ered, amelyet a hazai szakirodalom a tanárképzési paradigmaváltások hosszú távú következményeként értelmez (Pukánszky, 2014; Sáska, 2015). A tanulmány célja, hogy feltárja, miként értékelik a Pécsi Tudományegyetem tanárszakos hallgatói a diszciplináris,pedagógiai-pszichológiai és gyakorlati képzési elemek arányát és koherenciáját. A kutatás kevert módszertannal zajlott: a kérdőíves adatfelvétel (n = 216) kvantitatív eredményeit fókuszcsoportos interjúk egészítették ki (n = 30). Az eredmények rámutatnak, hogy bár a hallgatók összességében elégedettek az oktatók felkészültségével és a kurzusok tartalmával, a képzést kevéssé tartják gyakorlatorientáltnak, és a pályamotiváció a képzés előre-haladtával csökken. A visszajelzések a diszciplináris és a pedagógiai modulok kiegyensúlyozásának, valamint a tanítási gyakorlat és a képzési tartalmak szorosabb integrációjának szükségességét hangsúlyozzák.