Rethinking pedagogy in higher education amid turbulent times.

Autor/inn/en	Korpics, Márta Katalin; Bajnok, Andrea
Titel	Rethinking pedagogy in higher education amid turbulent times. Paralleltitel: Ponovni razmislek o pedagogiki v visokem solstvu v turbulentnih casih.
Quelle	In: CEPS journal, 16 (2026) 2, S. 193-211Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:36065 10.26529/cepsj.1859
URN	urn:nbn:de:0111-pedocs-360657
Schlagwörter	Lehrerbildung; Fallstudie; Hochschulbildung; Universität; Herausforderung; Innovation; Reform; Wandel; Öffentlicher Dienst; Budapest; Ungarn
Abstract	Global challenges (labour market expectations, digital technology, the massing of higher education) are constantly changing the way higher education is managed. Responses to change can be planned. Responses from higher education stakeholders can be interesting and instructive for other institutions, as these examples can be incorporated into their own responses. The purpose of the study is to present the top-down pedagogical reform process that started in 2019 at the University of Public Service in Budapest. Although initiated by the university's educational strategy, its implementation depends on the teachers who have actively created innovative pedagogical spaces that ensure sustainability. These innovative spaces include training sessions for teachers, workshops, thematic discussions on teaching methodology, methodological publications, research and the annual Innovative Department Award. The stages of the process and the results and challenges of each stage were documented using a case study method. The description helps to illustrate how a process of pedagogical reform, with which the university leadership's goal is rapid, systemic change affecting the work of hundreds of teachers, can be developed and sustained on the basis of commitment from teachers and institutional determination. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4