21st century learning: what about “normal schools”? Messages from primary school teachers in Hungary

Réti, Mónika

Dőri, Tibor

Farkas, Bertalan Péter

Kulman, Katalin

2025-06-06

future learning

21st century competences

school infrastructure

learning environments

Schools in the 21st century face a diversity of challenges, while society urges them to contribute to preparing active future citizens to combat the planetary crisis. Although many good examples are known of schools taking part in future-leading efforts, and some environmental and infrastructural factors are well researched to improve the quality of learning, yet most schools refer to some routine and their inherited infrastructure to meet all requirements set by policy recommendations. In a survey involving 283 teachers from 63 schools from 3 countries, we examined the relation between the school’s missions, didactical approaches and infrastructure (including building use). In this paper we highlight findings from responses by primary school (ISCED 1) teachers in Hungary. Despite the motivation and intention to use active learning, some factors – infrastructural deficiencies and the lack of collaboration – impede this mission. Until teachers are not empowered to engage in reflection about the role and future of education and are not introduced a diversity of architectural and technological solutions, they stay imprisoned in their classroom, left with limited resources to act for global change, while many policies refer to them as main empowering actors.

angol

info:eu-repo/semantics/article

application/pdf

http://hdl.handle.net/10831/117956

elte:10.31074/gyntf.2025.2.115.133

elte:2

elte:Gyermeknevelés Tudományos Folyóirat

elte:133

elte:115

elte:13

LOMS: https://edit.elte.hu/xmlui/bitstream/10831/117956/1/gyntf_2025_2_115-133.pdf

info:eu-repo/semantics/openAccess