See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/362537458

Digital Transformation of Higher Education in Hungary in Relation to the OECD Report

Conference Paper · May 2022

CITATIONS READS

8 293

1 author :

Attila Kővári
Eszterházy Károly Catholic University
175 PUBLICATIONS 1,265 CITATIONS

SEE PROFIL E

Some of the authors of this publication are also working on these related projects:

Eye-tracking analyzer View project

All content following this page was uploaded by Attila Kővári on 07 August 2022.

The user has requested enhancement of the downloaded file.

 Digital Transformation of Higher Education in
Hungary in Relation to the OECD Report

Attila Kovari
Institute of Engineering, University of Dunaujvaros, Dunaujvaros, Hungary
kovari@uniduna.hu
Alba Regia Technical Faculty, Óbuda University, Székesfehérvár, Hungary
kovari.attila@amk.uni-obuda.hu
GAMF Faculty of Engineering and Computer Science, John von Neumann University, Science,
Kecskemét, Hungary kovari.attila@gamf.uni-neumann.hu

Abstract
This paper focused on the position of higher education in Hungary in relation to factors of
digital transformation, and the findings showed that progress is needed in several areas. The
OECD report on Supporting the Digital Transformation of Higher Education in Hungary,
published in November 2021, also points out that the improvement in online education is based
on the wider use and more effective use of digital technologies. The application of teaching
methodologies based on the use of digital technologies is essential for both students and
teachers, supporting students' independent learning and preparation, as well as activity-based
teaching methods. In connection with the OECD report this article focuses on the situation of
Hungary in the field of digitization and the factors influencing its digital transformation in
higher education in Hungary. This paper reviews the situation of the current state of Hungary
and higher education in Hungary in relation to the steps taken towards digital transformation,
as well as the key factors of further developments.

Keywords
Digital transformation in education, Hungary, Digital technologies, OECD.

INTRODUCTION

Due to the development of digital tools in the information society, all arenas of society
are constantly changing, including the process and methods of teaching and learning. The
digital and online world is changing the daily lives of our citizens as well, they are affecting
the lives of all of us, we look at almost any area of life. Education has a key role to play in
introducing citizens to the targeted use of digital tools in the digital society, which requires
adequate digital literacy. Digital literacy seeks to integrate knowledge and skill elements,
basic knowledge, and specialized digital competencies (Molnár and Szűts, 2014). The

DIVAI 2022 – The 14th international scientific conference on Distance Learning in Applied Informatics. 229
ISBN 978-80-7676-410-1 ISSN 2464-7470 (Print) ISSN 2464-7489 (On-line)
Attila Kovari

popularity of online education has grown significantly even before the 2020 pandemic. In
addition to forms of blended education, fully online institutional training has emerged
(Námesztovszki and Kovács, 2021). The Hungarian government's key measures include the
Digital Transformation of Higher Education in Hungary in Relation to the OECD Report

digitization of higher education, which is reflected in the Digital Education Strategy of

Hungary (HG, 2016a) and the Shifting of Gears in Higher Education Mid-Term Policy
Strategy 2016 (HG, 2016b). The transition to online education as a result of the pandemic
has been, in part, a sharp test for digital education for both digital education systems,
educators and students in higher education institutions. The digitization of education has
become a key development goal for each institution, which has led to the launch of online
education renewal projects at a number of universities (Molnár, 2013) (Rajcsányi-Molnár
and Czifra, 2021).
Today, digital technology is significantly appearing in the everyday life of both
students and educators familiar with the use of digital devices, not only in connection with
teaching and learning activities, but also outside the classroom, in the fields of
entertainment, information acquisition and communication (Molnár, 2012). International
surveys also show that education policy decisions, which aim to make digital literacy an
important part of teacher education and training, are becoming increasingly important (Hill
and Fülöp, 2020). The OECD Skills Outlook 2019 study points out that catching up with a
world based on a changing digital society can be achieved primarily by supporting
government programs, supporting the development of individuals through a lifelong
education and training system (OECD, 2019).
This paper reviews the situation of the current state of Hungary and higher education
in Hungary in relation to the steps taken towards digital transformation, as well as the key
factors of further developments.

THE SITUATION OF DIGITIZATION IN HUNGARY

The EU Digital Economy and Society Index (DESI) tracks the digital development of EU
Member States along 4 key dimensions (EU, 2021a):
▪ Human capital (basic digital skills, ICT specialists, Female ICT specialists);
▪ Connectivity (Fixed very high capacity network and 5G coverage);
▪ Integration of digital technology (SMEs with a basic level of digital intensity, AI,
Cloud, Big data);
▪ Digital public services (Digital public services for citizens and business).
According to the latest edition of DESI published in 2021, Hungary finished in 23rd
place among the 28 EU Member States with 41.2 points, which is significantly lower than
the EU average (Figure 1).
Digital Transformation of Higher Education in Hungary in Relation to the OECD Report

DIVAI 2022 – The 14th international scientific conference on Distance Learning in Applied Informatics. 230
ISBN 978-80-7676-410-1 ISSN 2464-7470 (Print) ISSN 2464-7489 (On-line)
Attila Kovari

Figure 1: DESI 2021 ranking (EU, 2021b)

Internet access is the only dimension in which Hungary has exceeded the EU average
(Figure 2).

Figure 2: DESI 2021 ranking for Hungary (EU, 2021b)

In terms of Human capital, the share of ICT graduates (compared to all graduates) in
Hungary is 4.9% higher than the EU average, which is 3.9%, but the share of ICT
professionals (employed aged 15-74) is only 3.8%. compared to an EU average of 4.3%.
However, in 2021, basic digital skills remained below the EU average and only 25% of 16-
to 74-year-olds had digital skills above basic levels, compared to the EU average of 31%.
The proportion of female ICT professionals is 12%, well below the EU average of 19%. ICT
training companies account for 16%, compared to the EU average of 20%. The integration
of digital technologies is the biggest gap for businesses, at 23.3 points compared to the EU
average, which is 37.6 points. The 49.2 points achieved in the field of digital public services
is already a smaller lag compared to the EU average of 68.1 points, but this is only enough
for the 25th place.
Hungary can be confident that the National Digital Strategy for 2021–2030 (MIT and
MI, 2020), which sets out ideas for increasing the widespread use of digitalisation, will
improve the current situation. It aims to address the digital skills of the population,
network coverage, the digitization of government services and the take-up of digitization
by companies.

DIVAI 2022 – The 14th international scientific conference on Distance Learning in Applied Informatics. 231
ISBN 978-80-7676-410-1 ISSN 2464-7470 (Print) ISSN 2464-7489 (On-line)
Attila Kovari
Digital Transformation of Higher Education in Hungary in Relation to the OECD Report

THE SITUATION OF HIGHER EDUCATION IN HUNGARY

According to funding, higher education institutions in Hungary can be state higher

education institutions and institutions maintained by non-governmental organizations.
Non-state maintained institutions include public-interest asset management foundations,
private (business organizations, foundations or public-interest foundations) or church-run
institutions. The number of model changes that have taken place in recent years, ie the
number of institutions operated by public trusts, has increased to 21. However, most of
the foundations set up in this way still receive a significant part of their resources from the
state under a financing agreement, albeit on a performance basis.
The higher education institution can be based on an academic profile, a university, a
university of applied sciences or a college. The distinction is mainly determined by
educational capacities. Private institutions tend to have fewer faculty and students.
According to the current records of the Office of Education, the distribution of higher
education institutions is shown in Table 1.

Table 1: Hungarian state-recognized higher education institutions by financier (EO, 2022)

*: The Institute of Higher Education in the Social Sciences of Innovation is already included in the data,
but its state recognition is still in progress
University of Applied
Maintainer University College Total
Sciences
State 5 0 1 6
Public interest
5 0 21
foundation 16
Private 2 4 6 12
*
Church 6 1 1 26
9
Total 29 7 2 65
9

In recent years, Hungary has made many advances in the digital transformation of
higher education, including e-learning systems, virtual learning environments, and digital
learning materials. However, it can be said that the additional possibilities provided by
technology have been used only to a limited extent, because the teaching potential of the
appropriate technology can only be achieved by supporting appropriate pedagogical
methods.
Based on the strategies already presented, the OECD has summarized the strengths
and weaknesses of the digital readiness of Hungarian higher education. Table 2
summarizes an extract of this with more important aspects (OECD, 2021).

Table 2: Strengths and challenges of the digital readiness of Hungarian higher education (extract based
on the OECD (2021) report).

DIVAI 2022 – The 14th international scientific conference on Distance Learning in Applied Informatics. 232
ISBN 978-80-7676-410-1 ISSN 2464-7470 (Print) ISSN 2464-7489 (On-line)
Attila Kovari

Strengths Challenges

Digital infrastructure

• Internet. • Standardization of educational systems, materials.

• High-speed network. • Integration of personal devices.
• Most students have a computer. • Renewal of IT equipments.
Digital Transformation of Higher Education in Hungary in Relation to the OECD Report

• Institutes open for digital solutions. • Renewal of software.

• Lack of IT support.

Digital education and research

• Digital content development. • The quality of digital learning materials is

• Increasing university and industry cooperation. heterogeneous
• Partial lack of teacher competencies.
• Lack of in-service teacher trainins.

Students’ experiences and learning

• Successful STEM programs. • Traditional methodologies (lecture, seminar,

• Career guidance, international mobility services. practice).
• Recognition of credits obtained through non-
formal learning.
• Curriculum does not support effective e-
learning.
SITUATION OF DIGITAL TRANSFORMATION IN HIGHER EDUCATION

The OECD report examines the necessary measures and factors along the lines of
digital preparedness, the practical application of digital technologies, and digital
performance (OECD, 2021). Digital preparedness refers primarily to digital infrastructure
and the availability of technologies at the institutional level, which is a necessary
precondition for digitization. However, the increasing availability of digital technologies
only provides a basis but does not directly imply the use of digital technologies. The
practical application of digital technologies should cover the activities of leaders, educators
and non-educators, as well as students, as well as educators' educational organization,
curriculum development, knowledge transfer methodologies (Szűts, 2014). The complex
nature of the above, depending on policy and environmental factors, and the
repercussions are summarized in Figure 3.

DIVAI 2022 – The 14th international scientific conference on Distance Learning in Applied Informatics. 233
ISBN 978-80-7676-410-1 ISSN 2464-7470 (Print) ISSN 2464-7489 (On-line)
Attila Kovari
Digital Transformation of Higher Education in Hungary in Relation to the OECD Report

Figure 3: Relationship between factors influencing digital performance.

The use of digital technologies may differ depending on the nature of each institution,
such as the type and level of education in the institution, the composition of full-time,
correspondence and distance learning students, the age distribution of students, the
number of teachers and students. It also depends on its readiness; therefore, it is advisable
to analyse digital performance in the knowledge of this complex environment. The
situation analysis summarized the individual influencing factors and their interaction
according to connected relationships.
The OECD report also highlighted that from a policy perspective on the digital
transformation of higher education institutions, the national strategy and objectives for its
digitization are well known, but support and monitoring for the digitization of higher
education is currently unresolved at the national level. There are also some opportunities
for applications to achieve the stated goals, but there is still work to be done on
comprehensive funding opportunities, especially in terms of methodological renewal
(Pajtókné, 2011) and the promotion of efficiency (Kovács, 2020), quality and equal access
to digital higher education. There are also information gaps in both government support
for access to digital tools and government support for digital education. The institutional
development plans of the institutions all include plans for the digital transformation of
education, but the role or office at the senior management level dealing with digitization is
markedly less visible in these. Thus, centralized management in order to introduce digital
technologies as widely as possible is not implemented effectively.
On the other hand, institutions in both administration and education management are
working to develop digital solutions that are promising for the future. The development of
students' digital competencies and the support of their access to digital technologies have
been brought to the fore by the online education generally introduced as a result of the
viral situation, but no uniform steps have been taken in higher education in this area
either. In connection with the support of students, there are issues that arise in connection
with the digitization of previously personalized services. On the one hand, it is essential

DIVAI 2022 – The 14th international scientific conference on Distance Learning in Applied Informatics. 234
ISBN 978-80-7676-410-1 ISSN 2464-7470 (Print) ISSN 2464-7489 (On-line)
Attila Kovari

that students are accessible in a digital environment and that their success in their learning
outcomes can be supported in the same way as in the case of institutional services that
come into contact.
In the context of education, the effective support of extracurricular activities in the
digital environment, such as student mentoring, career counselling and health support, is
still to be developed.

CONCLUSION

Digital technologies have changed the way people interact, work and learn. The
digitization of teaching and learning, research and participation in higher education has
been going on for decades, but there are big differences within and within higher
education systems. The forced shift to fully online activities due to the coronavirus
pandemic was a significant step in higher education. The transition to digital higher
education has revealed the ability of higher education institutions to ensure the continuity
of their activities, but has also shown that much work remains to be done to ensure that
digital technologies are used effectively for quality, efficiency and effectiveness (Rajcsányi-
Molnár and Bacsa-Bán, 2021).

DIVAI 2022 – The 14th international scientific conference on Distance Learning in Applied Informatics. 235
ISBN 978-80-7676-410-1 ISSN 2464-7470 (Print) ISSN 2464-7489 (On-line)
Digital Transformation of Higher Education in Hungary in Relation to the OECD Report

The paper focused on the position of higher education in Hungary in relation to

factors of digital transformation, and the findings showed that progress is needed in
several areas. The OECD report also points out that the improvement in online education is
based on the wider use and more effective use of digital technologies. The application of
teaching methodologies based on the use of digital technologies is essential for both
students and teachers, supporting students' independent learning and preparation (Capay
et al., 2011), as well as activity-based teaching methods (Jámbor, 2019). However, this
improvement is difficult to achieve without adequate support, and incentives are needed
to increase the motivation of higher education workers, especially teachers, to use
technology. On the other hand, all institutions and national levels need to develop a
framework and electronic, programmed teaching methods that are suitable for monitoring
and developing the progress of digital education (Balogh and Kucharik, 2019; Balogh and
Koprda, 2014) and identifying areas in need of support. In addition, human-computer
interfaces, e.g. braincomputer interfaces (Katona 2015) and eye-tracking systems (Katona,
2021, 2022), may emerge in the future to help learners and teachers increase their
learning efficiency.

REFERENCES

Balogh, Z., Kucharik, M. (2019). Predicting Student Grades Based on Their Usage of LMS
Moodle Using Petri Nets. Applied Sciences-Basel, 9(20). doi: 10.3390/app9204211
Balogh Z., Koprda S (2014). Application of Petri Net for Evaluation Modeling of Student in the
LMS, Proceedings of the 10th International Scientific Conference on Distance Learning in
Applied Informatics, pp. 229-239.
Capay, M., Balogh, Z., Boledovicova, M., Mesarosova, M. (2011). Interpretation of
Questionnaire Survey Results in Comparison with Usage Analysis in E-Learning System for
Healthcare. Digital Information and Communication Technology and Its Applications, Vol.
167, 504-516.
Education Office, 2022. FIRGráf, FIR master data (FIR törzsadatok), [online] Available at
<https://firgraf.oh.gov.hu/prg/gyorslista.php?gy=10> [Accessed 26 February 2022].
European Commission 2021a. Digital Economy and Society Index (DESI) 2021. [online] Available
at <https://ec.europa.eu/newsroom/dae/redirection/document/80563> [Accessed 26
February 2022].
European Commission 2021b. Digital Economy and Society Index (DESI) 2021, Hunagary.
[online] Available at <https://ec.europa.eu/newsroom/dae/redirection/document/80488>
[Accessed 26 February 2022].
Hill, K., Fülöp, V., 2020. Educate students in teacher training to sustainable consumption
through the life cycle examination of an e-device. Journal of Applied Technical and
Educational Sciences, 10(2), pp. 103-128.
Hungarian Government, 2016a. Digital Education Strategy of Hungary (Magyarország Digitális
Oktatási Stratégiája). [online] Available at
<https://digitalisjoletprogram.hu/hu/tartalom/dos-magyarorszag-digitalis-
oktatasistrategiaja> [Accessed 26 February 2022].
DIVAI 2022 – The 14th international scientific conference on Distance Learning in Applied Informatics. 236 ISBN
978-80-7676-410-1 ISSN 2464-7470 (Print) ISSN 2464-7489 (On-line)
Attila Kovari
Digital Transformation of Higher Education in Hungary in Relation to the OECD Report
Hungarian Government, 2016b. Shifting of Gears in Higher Education Mid-Term Policy Strategy
2016 (Fokozatváltás a felsőoktatásban középtávú szakmapolitikai stratégia). [online]
Available at <https://2015-
Attila Kovari

2019.kormany.hu/download/c/9c/e0000/Fokozatvaltas_Felsooktatasban_HONLAPRA.PDF>
[Accessed 26 February 2022].
Jámbor, S., 2019. Educational methods based on student activity in vocational education.
Transactions on IT and Engineering Education, 2(1), pp. 17-29.
Katona, J. (2015). The examination of the application possibilities of brain wave-based control.
Szimbolikus közösségek. pp. 167–176.
Katona, J. 2021. Analyse the Readability of LINQ Code using an Eye-Tracking-based Evaluation.
Acta Polytech. Hung, 18, 193-215.
Katona, J. 2022. Measuring Cognition Load Using Eye-Tracking Parameters Based on Algorithm
Description Tools. Sensors, 22(3), 912.
Kovács, G., 2020. Gamification vs Game Addiction, Computers & Learning, 3(1), pp. 12-20.
Ministry of Innovation and Technology, Ministry of the Interior (2020): National Digitization
Strategy (Nemzeti Digitalizációs Stratégia), [online] Available at
<https://20152019.kormany.hu/download/f/58/d1000/NDS.pdf> [Accessed 26 February
2022].
Molnár, Gy. 2012. Collaborative technological applications with special focus on ICT based,
networked and mobile solutions, WSEAS Transactions on Information Science and
Application, 9(9), pp. 271-281.
Molnár, Gy. 2013. Challenges and Opportunities in Virtual and Electronic Learning
Environments, Proceedings of the IEEE 11th International Symposium on Intelligent Systems
and Informatics, pp. 397-401
Molnár, Gy., Szűts, Z. 2014. Advanced mobile communication and media devices and
applications in the base of higher education, Proceedings of the IEEE 12th International
Symposium on Intelligent Systems and Informatics, pp. 169-174.
Námesztovszki, Zs., Kovács C., 2021. E-learning. Újvidéki Egyetem Magyar Tannyelvű
Tanítóképző Kar, Szabadka. ISBN: 978-86-81960-04-2.
OECD, 2021. Supporting the Digital Transformation of Higher Education in Hungary, Higher
Education, OECD Publishing, Paris, [online] Available at
<https://doi.org/10.1787/d30ab43fen> [Accessed 26 February 2022].
OECD, 2019. OECD Skills Outlook 2019: Thriving in a Digital World, OECD Publishing, Paris,
[online] Available at <https://doi.org/10.1787/df80bc12-en> [Accessed 26 February 2022].
Pajtókné Tari, I. 2011. The use of the computer in the teaching of geography (A számítógép
alkalmazása a földrajztanításban). Földrajzi Közlemények, 135(2), pp. 165-171.
Rajcsányi-Molnár M., Bacsa-Bán A., 2021. From the Initial Steps to the Concept of Online
Education: Teacher Experiences and Development Directions Based on Feedback from
Online
Education Introduced During the Pandemic. Central European Journal of Education
Research, 3(3), pp. 33-48.

DIVAI 2022 – The 14th international scientific conference on Distance Learning in Applied Informatics. 237 ISBN
978-80-7676-410-1 ISSN 2464-7470 (Print) ISSN 2464-7489 (On-line)
 Digital Transformation of Higher Education in Hungary in Relation to the OECD Report
Rajcsányi-Molnár M., Czifra S., 2021. Development of an integrated online education system at
the University of Dunaújváros (Integrált online oktatási rendszer kialakítása a Dunaújvárosi
Egyetemen). Fenntarthatósági terek. DUE Press. pp. 84-101.
Szűts, Z. 2014. Integrating social media and WEB 2.0-based forms of learning into adult
education (Közösségi média és WEB 2.0 alapú tanulási formák integrálása a
felnőttképzésbe). Edu Szakképzés és Környezetpedagógia Elektronikus Szakfolyóirat, 4(1),
pp. 37-45.

View publication stats

DIVAI 2022 – The 14th international scientific conference on Distance Learning in Applied Informatics. 238 ISBN
978-80-7676-410-1 ISSN 2464-7470 (Print) ISSN 2464-7489 (On-line)