Cover Hungarian Educational Research Journal
Hungarian Educational Research Journal
Open Access

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).

 

Life under Roman rule – In parts of present-day Hungary
Elisabeth Erdmann
DOI:
https://doi.org/10.1556/063.2023.00153
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
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
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
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
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
Alternativitás és pluralizmus a magyar közoktatásban és pedagógusképzésben a rendszerváltozástól napjainkig [Alternativity and pluralism in Hungarian public education and teacher training from the system change until today]
Andrea Óhidy https://orcid.org/0000-0002-5708-3113
DOI:
https://doi.org/10.1556/063.2023.00228
Open access
Gamification in foreign language teaching: A conceptual introduction
Fruzsina Szabó https://orcid.org/0000-0001-8815-2516
and
Marta Kopinska https://orcid.org/0000-0003-3382-384X
DOI:
https://doi.org/10.1556/063.2023.00202
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
Validation and psychometric properties of the sense of coherence scale in a Hungarian child and adolescent sample
Olney Rodrigues de Oliveira https://orcid.org/0000-0001-5238-2053
,
Dorottya Őri
, and
Enikő Kiss
DOI:
https://doi.org/10.1556/063.2023.00176
Open access
Best practice when engaging with the many aspects of the written word in history teaching
Yosanne Vella https://orcid.org/0000-0003-0711-5129
DOI:
https://doi.org/10.1556/063.2023.00143
Open access
Decolonising history teaching in the United Kingdom: Movements, methods, and curricula
Gábor Szabó-Zsoldos https://orcid.org/0000-0002-3990-028X
DOI:
https://doi.org/10.1556/063.2023.00139
Open access
What English language teachers need to know: Vol. 3. Designing curriculum
Fruzsina Szabó https://orcid.org/0000-0001-8815-2516
DOI:
https://doi.org/10.1556/063.2023.00227
Open access
Public to private: Narratives of change in the wake of European higher education decentralisation
Krisztina Sitku https://orcid.org/0000-0003-0999-3232
and
Jani Ursin https://orcid.org/0000-0001-6557-9058
DOI:
https://doi.org/10.1556/063.2022.00215
Pages:
1–6
Open access
Teaching retirees life adjustment pattern for lifelong educational service delivery in Rivers State, Nigeria
Emmanuel Olorunleke Eseyin https://orcid.org/0000-0002-2121-3975
and
Chisom Ure Eseyin
DOI:
https://doi.org/10.1556/063.2022.00162
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 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
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
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
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
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
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
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
  • Collapse
  • Expand
Open Access with NO author fee
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).

 

 

Senior Editors

Founding Editor: Tamás Kozma (Debrecen University)

Editor-in-Chief: Anikó Fehérvári (ELTE Eötvös Loránd University)

Assistant Editor: Eszter Bükki (ELTE Eötvös Loránd University)

Associate editors: 
Karolina Eszter Kovács (University of Debrecen)
Krisztina Sebestyén (University of Nyíregyháza)

 

Editorial Board

  • Tamas Bereczkei (University of Pécs)
  • Mark Bray (University of Hong Kong)
  • John Brennan (London School of Economics)
  • Carmel Cefai (University of Malta)
  • Laszlo Csernoch (University of Debrecen)
  • Katalin R Forray (HERA Hungarian Educational Research Association)
  • Zsolt Demetrovics (Eotvos Lorand University, Budapest)
  • Csaba Jancsak (University of Szeged)
  • Gabor Halasz (Eotvos Lorand University, Budapest)
  • Stephen Heyneman (Vanderbilt University, Nashville)
  • Katalin Keri (University of Pecs)
  • Marek Kwiek (Poznan University)
  • Joanna Madalinska-Michalak (University of Warszawa)
  • John Morgan (Cardiff University)
  • Roberto Moscati (University of Milan-Bicocca)
  • Guy Neave (Twente University, Enschede)
  • Andrea Ohidy (University of Freiburg)
  • Bela Pukanszky (University of Szeged)
  • Gabriella Pusztai (University of Debrecen)
  • Peter Toth (HERA Hungarian Educational Research Association)
  • Juergen Schriewer (Humboldt University, Berlin)
  • Ulrich Teichler (University of Kassel)
  • Voldemar Tomusk (Estonian Academy of Sciences, Tallin)
  • Horst Weishaupt (DIPF German Institute for International Educational Research, Frankfurt a.M)
  • Pavel Zgaga (University of Ljubljana)

 

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)