Laszlo Kadocsa

58921514100

Publications - 5

The Role and Impact of Digital Transformation in the Development of Professional Teachers' Methodological Culture

Laszlo Kadocsa Gyula Gubán Levente Juhász Gyorgy Molnar

Publication Name: Cando EPE 2024 Proceedings IEEE 7th International Conference and Workshop Obuda on Electrical and Power Engineering

Publication Date: 2024-01-01

Volume: Unknown

Issue: Unknown

Page Range: 171-178

Description:

Today's professional teacher training system includes both professional and pedagogical preparation, the main aim of this training being to further develop the methodological part of the teacher training. In the last three decades, the institutional system and the content of Hungarian VET have been characterised by constant change, significantly influenced by the series of decisions and recommendations on VET in the EU. While continuous structural and content change has updated the VET infrastructure, and modern curricula have been developed, this modernisation has been accompanied by only modest digital and methodological changes. While all the development programmes implemented have made efforts to improve the methodological knowledge of vocational teachers, the results have been less visible in practice. Research on teaching methods and the methodological culture of professional teachers in vocational subjects has been scarcely reported in the professional press. At the same time, the learning environment has changed dramatically over the last decade, and the need for digital education has significantly altered the expectations of teachers in terms of teaching methods. The digital transformation of education is not a digitally-enhanced version of traditional teaching methods, but a new learning environment in terms of approach, requirements, methodology and assessment systems. In our study we want to present an empirical research and its results, as well as new directions for development, which aimed at partially overcoming this methodological gap at the University of Dunaújváros, In this context, we describe in detail the study that was carried out by means of a questionnaire survey and focus group interviews among engineering and vocational students of the institution in 2014 and 2024.

Open Access: Yes

DOI: 10.1109/CANDO-EPE65072.2024.10772873

VR supported outer space education

Istvan Gulyas Laszlo Kadocsa Gyorgy Molnar

Publication Name: 2024 IEEE 22nd World Symposium on Applied Machine Intelligence and Informatics Sami 2024 Proceedings

Publication Date: 2024-01-01

Volume: Unknown

Issue: Unknown

Page Range: 229-236

Description:

The basic aim of the research presented in this paper was a complex evaluation of a practical space exercise supported by virtual tools, with a special focus on the role of VR technology and the software used. The research also examined technological and methodological aspects such as the effectiveness of VR lab exercises, the quality of online learning materials and software, and the role of instructors. The methodology of our research was based on attitudinal analysis and descriptive statistical analysis, an important part of which was an evaluation of the VR software used, which not only characterises the current situation but also determines future development directions. As a result of our research, we can conclude that VR technology, especially 3D visualisation and interactive exercises, have proven to be particularly important in the learning process, but the future of VT technology in education is still perceived by students as somewhat uncertain due to infrastructural and resource constraints. Furthermore, our research results show that there is a need to improve the IT infrastructure and further optimize VR software, as well as a need for future research on resource allocation and technology integration beyond the pedagogical effectiveness of VR technology.

Open Access: Yes

DOI: 10.1109/SAMI60510.2024.10432907

Artificial Intelligence in the Learning Process of the Subject 'Didactics' with Special Regard to Preparation for Oral Examinations

Laszlo Kadocsa Gyula Gubán Levente Juhász Gyorgy Molnar

Publication Name: Cinti 2025 IEEE 25th International Symposium on Computational Intelligence and Informatics Proceedings

Publication Date: 2025-01-01

Volume: Unknown

Issue: Unknown

Page Range: 319-326

Description:

The issue of higher education examinations, particularly oral examinations, has been addressed in numerous studies as early as the 1970s. Both Hungarian and international experts in educational science drew attention to a number of questions concerning higher education, including the problems related to assessment. This topic has remained a key area of inquiry in higher education, and in recent times it has become an acute issue again, particularly with the rise of objective assessment methods and the opportunities offered by computerbased testing. The aim of our study is to present: the application of AI in the learning process of the subject of Didactics, in students' preparation for examinations; the areas of student use and their opinions regarding the learning of Didactics; and the experiences drawn from the analysis of exam results and exam outlines. Our research methods include literature review, the use of artificial intelligence support, student questionnaires, and the analysis of exam outlines.

Open Access: Yes

DOI: 10.1109/CINTI67731.2025.11311837

From Blackboard to Algorithm: AI's Impact on Teaching and Learning Design

Andrea Tick Eniko Nagy Laszlo Kadocsa Gyula Gubán Levente Juhász Gyorgy Molnar

Publication Name: IEEE International Conference on Computational Intelligence and Cybernetics Iccc

Publication Date: 2026-01-01

Volume: 2026-April

Issue: 2026

Page Range: 187-194

Description:

The teaching of professional methodology occupies a central place in the basic curricula for engineering teacher training and vocational teacher training. In the new, changed training structure, there is less time for the transfer, acquisition, and application of new knowledge, and this new situation is transforming the content of the curriculum and the system of consultation tasks, as well as expanding training opportunities with the advent of AI. We are at the beginning of the transformation process, so every opportunity and form of development must be analyzed. At the University of Dunaújváros, the previous academic year's vocational teacher methodology course provided an opportunity to experiment with AI and to collect students' opinions on this topic using a questionnaire. During the experimental semester, we were interested in how AI affects student practice and how familiar our students are with the new opportunities. We have summarized the details of this study in our paper.

Open Access: Yes

DOI: 10.1109/ICCC68994.2026.11511575

Digital transformation and methodological innovation in education-perspectives for the renewal of higher education

Eniko Nagy Laszlo Kadocsa Gyorgy Molnar

Publication Name: Cando EPE 2026 IEEE 8th International Conference and Workshop in Obuda on Electrical and Power Engineering Proceedings

Publication Date: 2026-01-01

Volume: Unknown

Issue: Unknown

Page Range: 131-136

Description:

The study examines the challenges and opportunities of digital transformation and methodological renewal in higher education in the age of artificial intelligence (AI). It points out that although the modernization of education has long been on the agenda, systemic changes have so far only been implemented in isolated cases. The VUCA nature of the global socio-economic environment, the transformation of labor market expectations, the technological revolution, and the new learning habits of Generations Z and Alpha are pushing for the traditional, frontal, and knowledge-centric education model to be surpassed. The author presents the intellectual, physical, social, and emotional shortcomings of the current learning environment, as well as the structural problems in teacher training that hinder renewal. The study describes in detail the system of 21st-century skills and competencies and their relevance to the labor market, emphasizing the increasing importance of analytical thinking, creativity, and social collaboration. Active, cooperative, and project-based learning based on constructivist and connectivist approaches, as well as the use of blended learning environments, are presented as central elements of methodological innovation.

Open Access: Yes

DOI: 10.1109/CANDO-EPE71091.2026.11569457