Learning is nowadays a continuous intellectual readiness to be able to cope with the current needs of the world of work. Students’ knowledge must be adapted accordingly and they must be capable of continuous development throughout their lives [8]. Changes in teaching-learning habits have already been observed at the beginning of the 21st century and those involved in education need to adapt to these changes with the appropriate transition to digital education what is more important today than ever be-fore. We asked our teacher-candidate students in an online questionnaire at the beginning and at the end of the “Teaching Methods in Mathematics” course. Our non-representative survey provided valuable data for course de-velopment. The aim of the survey was to find out students’ perceptions of the methods and tools they had learned in education. In the questionnaire at the beginning of the semester, we inquired our students about the types of work and methods they were familiar with, and then they gave their opinions about the different ICT tools, educational programmes and applications and how they were used. At the end of the semester, we interwieved them again whether they still held similar views on the subject or they had managed to change their views during the course.

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.