A magyarországi földrajztanítás-tanulás alapvető problémái

Seres, Z. (2026). A magyarországi földrajztanítás-tanulás alapvető problémái a 2020-as években a földrajztanárok véleménye alapján. GeoMetodika, 10(2), 27-44. DOI: https://doi.org/10.26888/GEOMET.2026.10.2.2

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ABSZTRAKT

This study examines the current state of geography education in Hungary and the major challenges facing the field. Geography education in Hungary is in crisis, with one of the primary issues being the continuously declining number of lessons (teaching hours). Furthermore, the number of geography lessons is higher in all nearby countries than in Hungary, which almost jeopardizes the teaching and learning process. Nonetheless, the issue is more intricate than this: there are frequent and often ill-considered changes in curricular regulations, society and schools have different views on the subject, there are concerns regarding the quality of available teaching materials, and there are no changes in the methodological culture. In relation to the latter, the teaching of geography has remained entrenched in a passive approach for many years, focusing heavily on curricular content and often prioritising teachers and exams. The study presents the results of structured interviews conducted with 70 geography teachers, which corroborate findings reported in the relevant literature.

KULCSSZAVAK

geography subject, structured interview, teaching methodology, curriculum issues, Hungary

Keystone Environmental Experiences (KSEE)

Nagy, B., Seres , Z., Munkácsy, B., Demetrovics, Z., & Ágoston, C. (2026). Keystone Environmental Experiences: An exploratory framework of transformative experiences that promote environmental awareness. Journal of Applied Technical and Educational Sciences, 16(1), ArtNo: 416. https://doi.org/10.24368/jates416

ABSTRACT

The increasingly significant psychological effects of global environmental problems, particularly climate change anxiety and environmental responsibility, warrant an examination of emotional and motivational processes. We introduce the concept of Keystone Environmental Experience (KSEE). It is a moment of realization associated with individuals recognizing their responsibility and committing to becoming active agents of environmental protection. The aim of this study was to explore the types of KSEEs and the relationship between climate change anxiety, KSEEs, and the intention to act. The role of formal education was also examined. This exploratory, mixed-method cross-sectional study involved 501 high school students and 941 adults. Participants answered an online survey regarding climate change-related knowledge, attitudes, eco-emotions, KSEEs, and behavioural intentions. Results indicate that while climate anxiety is higher among those who have experienced a KSEE, their sense of individual responsibility and willingness to take action are also significantly stronger. Furthermore, global media events were more frequently reported as KSEE triggers by students, whereas adults more commonly cited local experiences. Theoretically, the research provides an empirical foundation for the KSEE concept. Practically, it highlights that formal education was rarely reported as a KSEE source in this sample.

KEYWORDS

Keystone Environmental Experience (KSEE), climate change, health; anxiety, environmental education, generational differences

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