Hungarian Educational Research Journal

The Hungarian Educational Research Journal (HERJ) is an international online, peer-reviewed Open Access academic journal featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. Its mission is to provide a forum for emerging researchers as well as established scholars from around the world to exchange and discuss their research results, views and opinions and welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work. HERJ publishes research articles, articles for special thematic issues and book reviews in four issues a year (March, June, October, and December). It welcomes proposals for new thematic issues as well as high quality theoretical and empirical studies. All papers submitted for publication will be subject to rigorous blind peer-review.
Content published before 2019 is available on the website of HERJ’s previous publisher, Debrecen University Press (DUPress).

A practical guide to teaching English in the secondary school

Edit Szilágyi https://orcid.org/0000-0002-0131-4357

DOI:: https://doi.org/10.1556/063.2023.00226

Open access

Flagship of history didactics: The yearbook of the International Society of history didactics

Richárd Fodor https://orcid.org/0000-0001-6971-8967

and

Judit Tóth https://orcid.org/0000-0002-7874-1728

DOI:: https://doi.org/10.1556/063.2023.00184

Open access

The effect of background Turkish music on developing and supporting intrinsic motivation in preschool period

Semanur Cömert https://orcid.org/0000-0002-5051-7521

and

Saide Özbey https://orcid.org/0000-0001-8487-7579

DOI:: https://doi.org/10.1556/063.2023.00238

Open access

Gender disparities and potentials in STEM approach in Jordan and Saudi Arabia – An analytical literature review

Jehan Alghneimin https://orcid.org/0000-0003-4144-2000

Attila Varga https://orcid.org/0000-0002-0659-3551

, and

Monika Kovacs https://orcid.org/0000-0002-7827-3717

DOI:: https://doi.org/10.1556/063.2023.00236

Open access

Business and management internships. Improving employability through experiential learning

Lilla Csástyu https://orcid.org/0000-0002-9787-2862

DOI:: https://doi.org/10.1556/063.2023.00242

Open access

Graz, Budapest, Lucerne–Which way is international History Didactics currently heading to?

Barnabás Vajda

DOI:: https://doi.org/10.1556/063.2023.00144

Open access

Navigating educational trajectories and transitions: A qualitative systematic literature review on international STEM doctoral students

Alina Boutiuc-Kaiser https://orcid.org/0000-0002-1932-0202

DOI:: https://doi.org/10.1556/063.2023.00234

Open access

Multilingualism in Europe among to some theoretical and empirical examples – Introduction to a thematic issue

Krisztina Sebestyén https://orcid.org/0000-0002-0253-0561

Katarzyna Jagielska https://orcid.org/0000-0002-9953-5608

, and

Nadine Comes https://orcid.org/0000-0001-5065-7228

DOI:: https://doi.org/10.1556/063.2023.00249

Pages:: 319–327

Open access

Life under Roman rule – In parts of present-day Hungary

Elisabeth Erdmann

DOI:: https://doi.org/10.1556/063.2023.00153

Open access

Peculiarities of aristocratic education at the beginning of the 19th century

Irén Virág https://orcid.org/0009-0006-2163-2009

DOI:: https://doi.org/10.1556/063.2022.00163

Open access

Goodbye Colston, goodbye Columbus: Why we need to learn history in times of memorial controversies?

Stéphane Lévesque https://orcid.org/0000-0003-3561-6705

DOI:: https://doi.org/10.1556/063.2023.00135

Open access

World History, Global History, Big History • Some remarks on terminology and concepts in relation to history curricula and textbooks

Susanne Popp

DOI:: https://doi.org/10.1556/063.2023.00160

Open access

Historical sources in exam tests: An analysis of school leaving exam tasks in terms of the use of primary sources

László Kojanitz

DOI:: https://doi.org/10.1556/063.2023.00167

Open access

Factors influencing attitudes toward distance education in a sample of students learning in a disadvantaged area

Kitti Mercz-Madarassy https://orcid.org/0000-0001-6780-4917

DOI:: https://doi.org/10.1556/063.2023.00186

Open access

“History teaching, national myths, and civil society”

Karl Benziger https://orcid.org/0000-0002-3472-5275

DOI:: https://doi.org/10.1556/063.2023.00142

Open access

Overview of early childhood care and education in Malaysia

Bahbibi Rahmatullah https://orcid.org/0000-0002-6920-8112

Norshakila Muhamad Rawai

Suzani Mohamad Samuri

, and

Sopia Md Yassin

DOI:: https://doi.org/10.1556/063.2021.00074

Pages:: 396–412

Open access

Student dropout from universities in Europe: A review of empirical literature

Barbara M. Kehm

Malene Rode Larsen

, and

Hanna Bjørnøy Sommersel

DOI:: https://doi.org/10.1556/063.9.2019.1.18

Pages:: 147–164

Open access

Learning from each other: Expanding and deepening international research on shadow education

János Gordon Győri https://orcid.org/0000-0002-3894-7959

and

Mark Bray https://orcid.org/0000-0002-5886-1570

DOI:: https://doi.org/10.1556/063.2021.00060

Pages:: 79–88

Open access

Education for life: Some observations and comments

Santiago Sia

DOI:: https://doi.org/10.1556/063.9.2019.1.9

Pages:: 107–118

Open access

The contribution of research on out-of-school-time on educational theories and practice: A review of European research between 1999 and 2019

Larry R. Suter https://orcid.org/0000-0003-0384-261X

and

János Gordon Győri https://orcid.org/0000-0002-9715-0771

DOI:: https://doi.org/10.1556/063.2021.00002

Pages:: 311–335

Open access

Japanese students' perceptions of the role that shadow education plays in competition in education

Márta Fülöp https://orcid.org/0000-0002-5020-041X

and

János Gordon Győri https://orcid.org/0000-0002-3894-7959

DOI:: https://doi.org/10.1556/063.2021.00059

Pages:: 143–165

Open access

European experience of multilingualism and the development of multilingual education in Kazakhstan

Bakhyt Aubakirova

Kinga M. Mandel

, and

Balazs Benkei-Kovacs

DOI:: https://doi.org/10.1556/063.9.2019.4.56

Pages:: 689–707

Open access

Border politics, the “hostile environment” for’ migration, and education in the UK

Mano Candappa

DOI:: https://doi.org/10.1556/063.9.2019.3.38

Pages:: 414–433

Open access

The research method of conceptual frameworks. The case of Pygmalion effect: A leadership style or self-fulfilling prophecy?

Sejla Almadi

DOI:: https://doi.org/10.1556/063.9.2019.3.41

Pages:: 487–510

Open access

Measuring innovation in education with a special focus on the impact of organisational characteristics

Gábor Halász https://orcid.org/0000-0001-6159-3362

DOI:: https://doi.org/10.1556/063.2021.00032

Pages:: 189–209

Open access

Student dropout from universities in Europe: A review of empirical literature

Barbara M. Kehm

Malene Rode Larsen

, and

Hanna Bjørnøy Sommersel

DOI:: https://doi.org/10.1556/063.9.2019.1.18

Pages:: 147–164

Open access

The role of private tutoring in admission to higher education: Evidence from a highly selective university in Kazakhstan

Anas Hajar https://orcid.org/0000-0001-7513-9689

and

Saule Abenova

DOI:: https://doi.org/10.1556/063.2021.00001

Pages:: 124–142

Open access

The evolution of shadow education in China: From emergence to capitalisation

Siyuan Feng https://orcid.org/0000-0001-7156-0206

DOI:: https://doi.org/10.1556/063.2020.00032

Pages:: 89–100

Open access

A case study of a Green Flag-certified preschool in Sweden

Farhana Borg

DOI:: https://doi.org/10.1556/063.9.2019.4.52

Pages:: 607–627

Open access

Do eco-schools really help implementation of ESD?: A comparison between eco-school systems of Hungary and Israel

Dafna Gan

Avid Gal

Réka Könczey

, and

Attila Varga

DOI:: https://doi.org/10.1556/063.9.2019.4.53

Pages:: 628–653

Open access

Non-traditional students in higher education

Agnes Engler

DOI:: https://doi.org/10.1556/063.9.2019.3.45

Pages:: 560–564

Open access

Internationalization in Hungarian higher education. Recent developments and factors of reaching better global visibility ^**

Judit Lannert https://orcid.org/0000-0002-6483-507X

and

András Derényi https://orcid.org/0000-0002-5260-2818

DOI:: https://doi.org/10.1556/063.2020.00034

Pages:: 346–369

Open access

Swimming against the tide: Comparative lessons from government efforts to prohibit private supplementary tutoring delivered by regular teachers

Mark Bray https://orcid.org/0000-0002-5886-1570

DOI:: https://doi.org/10.1556/063.2020.00031

Pages:: 168–188

Open access

European experience of multilingualism and the development of multilingual education in Kazakhstan

Bakhyt Aubakirova

Kinga M. Mandel

, and

Balazs Benkei-Kovacs

DOI:: https://doi.org/10.1556/063.9.2019.4.56

Pages:: 689–707

Open access

Detecting at-risk students on Computer Science bachelor programs based on pre-enrollment characteristics

Erika B. Varga https://orcid.org/0000-0001-6730-148X

and

Ádám Sátán

DOI:: https://doi.org/10.1556/063.2021.00017

Pages:: 297–310

Open access

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The author instruction is available in PDF. Please download the file from HERE.
The Submissions template is available in MS Word.
Please, download the file from HERE.
Please, download the file from HERE (For book reviews).

Editorial Board

Tamas Bereczkei (University of Pécs, Hungary)
Mark Bray (University of Hong Kong, Hong Kong)
John Brennan (London School of Economics, United Kingdom)
Carmel Cefai (University of Malta, Malta)
Laszlo Csernoch (University of Debrecen, Hungary)
Katalin R Forray (HERA Hungarian Educational Research Association, Hungary)
Zsolt Demetrovics (Eötvös Loránd University, Budapest, Hungary)
Zsófia Garai-Takács (University of Edinburgh, United Kingdom)
Csaba Jancsák (University of Szeged, Hungary)
Gabor Halász (Eötvös Loránd University, Budapest, Hungary)
Stephen Heyneman (Vanderbilt University, Nashville, USA)
Katalin Kéri (University of Pécs, Hungary)
Marek Kwiek (Poznan University, Poland)
Joanna Madalinska-Michalak (University of Warszawa, Poland)
John Morgan (Cardiff University, United Kingdom)
Roberto Moscati (University of Milan-Bicocca, Italy)
Guy Neave (Twente University, Enschede, the Netherlands)
Andrea Ohidy (University of Freiburg, Germany)
Bela Pukanszky (University of Szeged, Hungary)
Gabriella Pusztai (University of Debrecen, Hungary)
Peter Toth (HERA Hungarian Educational Research Association, Hungary)
Juergen Schriewer (Humboldt University, Berlin, Germany)
Ulrich Teichler (University of Kassel, Germany)
Voldemar Tomusk (Estonian Academy of Sciences, Tallin, Estonia)
Horst Weishaupt (DIPF German Institute for International Educational Research, Frankfurt a.M, Germany)
Pavel Zgaga (University of Ljubljana, Slovenia)

Address of editorial office

Dr. Anikó Fehérvári
Institute of Education, ELTE Eötvös Loránd University
Address: 23-27. Kazinczy út 1075 Budapest, Hungary
E-mail: herj@ppk.elte.hu

ERIC

DOAJ

ERIH PLUS

2021
CrossRef Documents	56
Crossref Cites to Date	170
WoS Cites to Date	15
Wos H-index	3
Days from submission to acceptance	109
Days from acceptance to publication	135
Acceptance Rate	76%

2020
CrossRef Documents	36
WoS Cites	10
Wos H-index	3
Days from submission to acceptance	127
Days from acceptance to publication	142
Acceptance Rate	53%

2019
WoS Cites	22
CrossRef Documents	48

Hungarian Educational Research Journal
Publication Model	Gold Open Access
Submission Fee	none
Article Processing Charge	none
Subscription Information	Gold Open Access

Hungarian Educational Research Journal
Language	English
Size	B5
Year of Foundation	2011
Volumes per Year	1
Issues per Year	4
Founder	Magyar Nevelés- és Oktatáskutatók Egyesülete – Hungarian Educational Research Association
Founder's Address	H-4010 Debrecen, Hungary Pf 17
Publisher	Akadémiai Kiadó
Publisher's Address	H-1117 Budapest, Hungary 1516 Budapest, PO Box 245.
Responsible Publisher	Chief Executive Officer, Akadémiai Kiadó
ISSN	2064-2199 (Online)

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