The rise of digital culture has fundamentally changed the way people learn in higher education. Online platforms, digital learning materials and various e-Iearning tools have become commonplace, significantly changing traditional learning methods. Access to information for students has never been easier: online courses, interactive videos and webinars allow flexible and personalised learning. At the same time, learners are moving from being passive recipients to active participants, as the use of interactive content and collaborative learning tools becomes more widespread. Digital methods offer new ways of acquiring and processing knowledge. Tools such as virtual reality (VR), artificial intelligence (AI)-based tutors and gamification-enhanced learning systems increase motivation and allow for a more personalised approach to learning materials. Higher education institutions are also increasingly open to innovation, with the introduction of online learning platforms and hybrid teaching models gaining ground. Through this transformation, higher education is no longer limited to classroom learning but is becoming a global process in the digital space. Our article explores these issues using our concrete tacit knowledge and experiences from higher education courses.

The scope of this paper is the interpretation of sustainability through the university as a traditionally recognized, value-based institution of knowledge, based on the example of Central and Eastern Europe, Hungary. Its aim is to interpret sustainability from different aspects, using the example of Central and Eastern Europe, including Hungary. For this purpose, the paper reviews the development policy directions of the past period and institutional realizations through public databases. The results of the research show that there are different dynamics and focus in terms of resources and development implementations. From the point of view of sustainability, it represents that the use of resources with different dynamics and focus is a challenge for the institutions.

The scope of the paper is the examination, comparison and analysis of the public perception of the nuclear energy and battery manufacturing sectors in Hungary with a focus on the role of public communication in the effectiveness of public acceptance. The study uses focus group discussions conducted in three cities in Hungary and analyses their results using thematic analysis. The study investigates the levels of knowledge of the respondents regarding the subject, their perceptions of sectoral benefits and risks, trust in various stakeholders, and the effect of public communication. These are revealed in eight coding frames, which provide a detailed map to the data on each research subtopic (dimensions, categories, subcategories, definitions, occurrence), while representative examples are provided in the Results. The study reveals complex knowledge levels on both investigated sectors, with nuclear energy seen as providing for energy safety and being good for the environment, whereas battery manufacturing was associated with economic profit and environmental pollution. Trust in the government and industry, as well as the credibility of the scientific community significantly differed between the two sectors. We can conclude that media communication and corporate public communication play a critical role in perception. Furthermore, to gain confidence in battery manufacturing, targeted sensitive sector frameworks should be used to address concerns and to emphasize benefits to the public.