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.

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.