The paper investigates how workflows can be communicated and shared through linguistic descriptions, digital content and technological tools. We focus primarily on the content and digital tools of e-learning and VR learning. However, the results of the paper can be applied to collaborative workflows in general. The paper compares the effectiveness of three techniques, ranging from well-known to radically new: classical e-mail/ attachment based sharing, sharing through web interfaces (through a Moodle frontend), and sharing through a VR interface provided by a recently developed VR engine called MaxWhere. To this end, the paper introduces new methods and a new set of concepts for the purposes of benchmarking digital capabilities and user effectiveness within the domain of workflow sharing. The paper applies these concepts and methods to compare the use of the above listed technologies with the participation of 379 test subjects. Tests show that the users were able to complete the required workflow at least 50% faster in the MaxWhere 3D environment than in all other competing cases. The paper also proves that 3D environments are capable of providing users with a much higher level of comprehension when it comes to sharing and interpreting digital workflows.

Teaching Coaching using 3D/VR Technological background may offer novel experience to learners regarding visual impact and content, which makes both imparting and learning new materials more efficient. Coaching, which is an individual and group-oriented human developing methodology, has become a widely recognized and applied methodology all over the world. Hence, intercultural knowledge has a special focus in teaching and in the practice of coaching.

Today, education, the teaching-learning process, is undergoing many changes. 21^st-century skills increasingly emphasize the importance of collaboration, self-development, and lifelong learning. In addition, new information and communication technologies are emerging, and the potential for using artificial intelligence in education is growing. Open-ended questioning is also coming to the fore as one of the modern theories of learning and teaching. The information gained through self-construction helps to develop one’s own appropriate representations for deeper learning. The learner reorganizes his/ her own existing knowledge for understanding and learning. Linked to quality education as a sustainability guideline, we rethink our subjects year by year and use methodological and technical innovations to strengthen and enrich teaching-learning processes. In teacher training, we have combined the teaching of semantics and grammar (vocabulary, morphology, syntax) in the Hungarian language course with the development of algorithmic thinking in mathematics. This gives scope for integration between subjects and the theory of multiple intelligences. Furthermore, using modern technological advances and rethinking the traditional frontal, paper-based teaching, we redesigned our lessons based on the SAMR model, giving students the task of playing the role of a chatbot and creating flowcharts and mind maps using a computer application. After the theoretical introduction, students were introduced to the decision tree and how NLP-based chatbots work. Then, they were given two fictitious topics to choose from (making an appointment at school or at the study department), based on which, after defining the goals, they had to create the thinking algorithm, flowchart, and decision tree of the chatbots. A basic prerequisite for all these complex tasks is a thorough understanding of the structure of the language, which we wanted to illustrate with this course adaptation. The description and results of this experimental research, and within it the complex development, are summarized in this presentation and article.