Accepted Abstracts

International Medical Education at the Semmelweis University in Budapest

Type of Abstract (select): Individual Presentation

Abstract (max. 250 words):
Semmelweis University is the leading higher education institution in medical and health sciences in Central Europe. Ever since 1769, its main commitment remains
the integrity of education, research and healing, which makes the more than 250-year-old Semmelweis University an internationally recognized center of knowledge. Semmelweis University is also the Alma Mater of Ignaz Semmelweis, the “Saviour of Mothers”, Nobel laureates Albert Szent-Györgyi and Georg von Békésy to name a few among the most pioneering doctors in medical history, whose contributions have significantly advanced the field of medicine globally. A significant step in the university’s life was when international programs were launched over 40 years ago, behind the iron curtain at that time. Today, a truly international community studies in three languages (Hungarian, English, German), the students’ number at our six faculties reaches 16,000 and is constantly growing. Semmelweis University is involved in higher education vocational training, specialist postgraduate training, the cultivation of the next generation of scientists, and nurturing talent. Our very best (1%) students enjoy individual mentorship of distinguished professors in our Kerpel Fronius Talent Program. The Students’ Scientific Association, which includes over 1200 members, is to provide an opportunity for every student to get involved in research and enables them to build personal and professional relationships that prepare them for their scientific career.


Brief Professional Bio (max. 100 words):
Alán Alpár is professor and director of the Department of Anatomy at Semmelweis University in Budapest. He is also Vice-Rector for International Studies.

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What can we learn from US universities? Ludovika: past, present and future!

Type of Abstract (select): Individual Presentation

Abstract (max. 250 words):
Hungarian universities are struggling with declining student numbers (due to demographic factors), and the educational challenges of the 21st century have a significant impact on higher education. As a Hungarian university professor and leader, I also used my Fulbright scholarship in the United States to gain a thorough understanding of how American universities operate and the secrets of their success. To gain a better understanding and a more comprehensive picture of US universities, I conducted research in 2025. I interviewed more than 10 successful university professionals, professors, students, diplomats, and businesspeople with some Hungarian background or connections, with the intention of bringing back to Hungary the essence of their life experiences, the secret of their success, and what they think about a successful university system and their suggestions, ideas as well. The research seeks to answer and investigate the following main questions and topics.
-What is the main mission, core values, advantages/disadvantages of the US Universities?
-What can we learn from the US High Ed system? What are the best practices, methods, and
solutions of American universities that lead to success?
- What are the Hungarian values and breakout points from US academic perspective and how can we improve the cooperation between US and Hungarian Universities?
I hope that the essence and results of these interviews can initiate positive changes in Hungarian higher education, especially at Ludovika, where 200 years of tradition meet the future.


Brief Professional Bio (max. 100 words):
László Christián is a Professor at Ludovika University of Public Service; Fulbright Visiting Scholar (2024/2025), Guest professor at MSU Denver CHHS Department of Criminal Justice and Criminology (2025/2026). Dr. Christián graduated as a lawyer in 2002 and started his professional career at the Customs and Finance Guard in 2002, then continued at the National Tax and Customs Office in various management positions. Since 2016 he has been a regular member of the Police; in 2021 he was appointed police brigadier general. Since 2013, he serves as Head of Department for Private Security and Municipal Policing-, and since 2020 as a Vice-Rector (Vice President, Provost) of Ludovika-University of Public Service (Budapest, Hungary). Ludovika is a unique Hungarian university with a mission, “In the service of the Nation,” to train the next generation of leaders for the entire public sector: law enforcement; military and defense; state security services; public administration; water management, and teacher education.

Dr. Christián has been teaching in higher education since 2002. He is the Editor-in-Chief of Magyar Rendészet (Hungarian Law Enforcement) and Vice President of Law Enforcement Committee at Hungarian Academy of Sciences. He is the author of two monographs and 175+ publications. László Christián is the holder of several awards; he has participated more than 30 study trips abroad on several continents, he regularly gives lectures at national and international conferences. Hi is an Alumni of the International Visitor Leadership Program (USA, 2008) and the International Law Enforcement Academy (ILEA 113, Budapest, 2023). His field of research is complementary law enforcement, public and private security cooperation, municipal policing, criminal justice, and higher education in the 21st century.

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The Shape(s) of Author-ity: Storytelling and Leadership Development

Type of Abstract (select): Workshop

Abstract (max. 250 words):
Although he never studied writing, Kurt Vonnegut wrote a thesis for anthropology focused on the shapes of stories. Essentially, he argued, there are roughly 6-8 kinds of plots. Understanding the shape of these plots helps us to understand ourselves and others better. Additionally, research shows practitioners and educators can leverage storytelling as a tool for leadership development.

As the workshop is geared towards educators and leaders of all disciplines and backgrounds, participants will engage in brief, guided writing activities to connect narrative form with their own leadership identity and practice. By the end, attendees will be able to identify common narrative shapes (storytelling techniques), analyze how personal and cultural stories—particularly cross-cultural stories bridging Hungarian and American contexts—can influence leadership development, and craft a concise personal leadership narrative. The session concludes with a short reflective survey.


Brief Professional Bio (max. 100 words):
Grant Currier’s work in fiction is inspired by the stories of his Hungarian-American family. His fiction has appeared in numerous journals. Receiving the Tulipán Foundation's 2025 Arts and Culture Award, he has taught at the University of Debrecen through a Fulbright scholarship. He now works at the University of Tennessee.

Jeff Zimmerman, an Associate Professor of Organizational Leadership at Northern Kentucky University, draws on his family's cross-cultural experiences in his teaching and research. He was a US Fulbright Scholar at the University of Pécs and has also taught at the University of Cincinnati and the University of Klagenfurt (Austria).

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Developing Global Competencies in Minority Education in Transylvania: An Impact Assessment of the Gimi2US Academic Mobility Model

Type of Abstract (select): Individual Presentation

Abstract (max. 250 words):
Introduction: Transatlantic educational and cultural exchange programs strengthen intercultural dialogue and foster pedagogical innovation, especially within Hungarian minority education in Transylvania. Launched in 2024, the Gimi2US model serves this mission by providing Hungarian high school students from Transylvania with an intensive, experience-
based academic immersion in the United States. The program enhances students’ linguistic competence, global awareness, and cultural sensitivity, while reinforcing their personal and community identity.
Method: In spring 2025, 26 students from Székelyudvarhely and Marosvásárhely participated in
a two-week academic mobility program. Educational modules were hosted by partner institutions in Indiana, including the University of Evansville, North High School, Evansville Day School, and Reitz Memorial High School. Students attended U.S. high school and university classes, workshops, and community activities, and lived with host families for full cultural immersion. The impact assessment used a structured quantitative questionnaire and small-group qualitative interviews.
Results: Overall, 89% of participants reported increased English communication confidence,
82% experienced the U.S. creative and participatory learning environment as entirely new. Moreover, 68% expressed a stronger motivation to pursue future international studies. The program reinforced attachment to the Hungarian community in Transylvania, with most intending to use their international experience to contribute to the development of their home region. Qualitative interviews included statements such as, “The world feels much more accessible to me now.”
Conclusion: The Gimi2US model shows that well-structured educational mobility programs effectively develop global competencies, reinforce minority identity, attachment to the homeland, and contribute to nurturing future leaders who are both internationally minded and deeply connected to their Transylvanian roots.


Brief Professional Bio (max. 100 words):
Anna Gergely is a globally minded educator and business owner in Indiana, originally from Transylvania. She serves as co-president of EduMed LLC and is the co-founder of Gimi2US, a Hungarian–American educational and cultural exchange initiative designed for high school students in the US, Transylvania, and Hungary. She holds a B.S. in Global Business and an Executive MBA from the University of Evansville. Anna began her international education career at the Institute for Global Enterprise at the University of Evansville and continued at Evansville Day School, where she served as Marketing and Auxiliary Revenue Director, chaired the Global Languages Department, and led a range of international educational projects. gergelyanna20@gmail.com

Sidonia Nicolae, B.S. HR Management, M.S. Psychology, was born in Bucharest and spent much of her adult life in Transylvania and Budapest. She has been appointed by the Hungarian government as the Honorary Consul of Hungary for Indiana. She has extensive experience in human resource management in the Clinical Research industry, and she is experienced in the field of positive psychology. She has conducted workshops in mental health for the hispanic population of Indianapolis. She is an advocate for children dedicated to the welfare of children in foster care. sidoniani@yahoo.com

Dr. Istvan Gergely, MD, PhD, MSc, is an orthopaedic surgeon with over 25 years of expertise in hip and knee arthroplasty, combining clinical excellence with academic leadership. A Senior Researcher at Indiana University School of Medicine and surgeon at RMH and MotionMed Institute, he holds an MD and PhD from Medical School Marosvasarhely and a Master’s in Health Service Management. He has served as Vice Chair of Orthopaedic Department, Director of Romania’s Regional National Arthroplasty Program, and leader of the Mureș County Bone Bank. An active educator and mentor, co-founder of Gimi2US initiative, he now also serves as President of the Hungarian Medical Association of America – Transylvanian Chapter. igergely@iu.edu

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Based on Hungarian Innovation, CogniStory Approach that Builds Number Sense Before Notation

Type of Abstract (select): Individual Presentation

Abstract (max. 250 words):
CogniPlay represents an innovative educational approach that bridges playful exploration, adaptive technology, and structured pedagogy to support cognitive, emotional, and physical development through an interdisciplinary methodology. Developed by Hungarian innovators and researched and tested in both Hungary and the United States, CogniPlay is designed to turn students’ lived experiences and intuitive knowledge—gained through carefully designed games and gameplay—into transferable, explicit knowledge.

CogniPlay comprises eight specialized subdomains: PlayMath, PlayScience, PlayWords, PlayArt, PlayCraft, PlaySocial, and PlayAbility (within the broader CogniPlay ecosystem). The framework combines physical and digital activities to create a hybrid learning environment that is engaging yet instructionally purposeful.

A unique feature is the integration of a monthly cognitive testing system and a continuous cognitive development platform. Standardized, computer-based cognitive tests assess abilities such as memory, attention, and problem-solving, generating actionable insights for educators to refine instruction and address individual needs. While AI supports personalized task assignment, teachers remain central in curating content, orchestrating group dynamics, and fostering meaningful human interaction. CogniPlay thus offers a scalable, data-driven model that aligns best practices of traditional pedagogy with modern technological innovation.


Brief Professional Bio (max. 100 words):
Professor Kerekes’ educational philosophy is based on a perspective that education is one of the few fields which can promote a positive change for the future. Professor Kerekes visits classrooms frequently, and she continues to collaborate with pre- and in-service students. Together they discuss their classroom needs, developing new strategies and considering how to address each child’s learning needs. The power of professional peer learning and collaboration are indeed powerful paradigms which characterize her educational philosophy and teaching style.

Imre Kökényesi is an independent researcher with a focus on educational methods and cognitive development. He has been involved in various initiatives that aim to enhance learning through puzzles and games. His work has been recognized internationally, with collaborations leading to innovative educational tools and methods.

Ödön Vancsó, Hungarian Academy of Science, Eötvös Loránd University, Budapest, Complex Mathematics Education Research Group Leader.

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Az adatvédelmi tudatosság kialakítása a mesterséges intelligencia korában – a pedagógusok, a szülők és a szabályozási környezet szerepe

Type of Abstract (select): Individual Presentation

Abstract (max. 250 words):
A tanulmány a gyermekek adatvédelmi tudatosságának fejlesztését vizsgálja a mesterséges intelligencia korában, különös tekintettel a pedagógusok, a szülők és a szabályozási környezet együttműködésére. Korábbi kutatások, valamint a szerző korábbi empirikus vizsgálatai azt mutatják, hogy bár az adatvédelem fontossága mind a családok, mind az iskolák szintjén ismert, a tudatos és etikus adatkezelésre irányuló ismeretek rendszerszintű átadása továbbra is hiányos. A jelenség értelmezéséhez jól illeszkedik Gloviczki Zoltán jövőorientált, értékalapú pedagógiai szemlélete, amely az autonóm és felelős döntéshozatal fejlesztését hangsúlyozza. A kutatás célja, hogy feltárja, miként alakítja az adatvédelemmel és mesterséges intelligenciával kapcsolatos elvárásokat az EU integrált, jogi garanciákra épülő szabályozási modellje (GDPR, AI Act), illetve hogyan viszonyul ehhez az Egyesült Államok szektorális megközelítése (pl. COPPA, FERPA). A vizsgálat kitér a 2025-ben bevezetett hazai MI-tudatossági intézkedésekre és a nemzetközi MI-együttműködést erősítő kormányzati lépésekre is, amelyek a pedagógusok és szülők felkészítésének társadalmi jelentőségét hangsúlyozzák. Módszer: kvalitatív dokumentumelemzés, kiegészítve a szerző korábbi iskolai gyakorlatból származó tapasztalataival. Eredmények: a pedagógusok és szülők adatvédelmi tudatossága növekszik, ugyanakkor az MI-alapú rendszerek megjelenése új, kevéssé ismert etikai és adatbiztonsági kockázatokat hoz. Az amerikai-európai összevetés rámutat, hogy míg az EU preventív, jogalapú védelmet nyújt, az USA nagyobb felelősséget ruház a családokra és az iskolákra. Következtetés: a gyermekek adatvédelmi érettségének fejlesztése csak a pedagógusok, szülők és szabályozó intézmények összehangolt munkájával biztosítható a mesterséges intelligencia korában.


Brief Professional Bio (max. 100 words):
Dr. Molnár Brigitta LL.M. az Apor Vilmos Katolikus Főiskola adatvédelmi szakértője és minőségbiztosítási vezetője. Az Eötvös Loránd Tudományegyetem Bölcsészettudományi Karán magyar nyelv és irodalom, valamint esztétika szakon végzett, ezt követően a Szegedi Tudományegyetem Állam- és Jogtudományi Karán szerzett jogász diplomát, majd az ELTE Állam- és Jogtudományi Karán adatbiztonsági és adatvédelmi szakjogász mesterdiplomát. Jelenlegi kutatási területe az adatvédelem és a digitális nevelés összefüggései, különös tekintettel a mesterséges intelligencia oktatásban betöltött szerepére, valamint az adatvédelmi tudatosság fejlesztésére a pedagógusképzésben.

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How We Can Preserve Our Culture and Hungarian Identity in the Shadow of War – The Cultural Mission and Activities of the Munkácsy Mihály Hungarian House

Type of Abstract (select): Individual Presentation

Abstract (max. 250 words):
In the shadow of war, the preservation of national culture and identity gains heightened significance, particularly in regions where Hungarian communities have formed indigenous populations for centuries. The Munkácsy Mihály Hungarian House (MMMH) stands as one of Subcarpathia’s foremost cultural institutions, providing a dedicated space for cultural, artistic, and community-building programs that serve the local Hungarian population. Our mission centers on safeguarding and transmitting the intellectual and cultural heritage bequeathed to us by previous generations, while actively nurturing Hungarian identity.
Bearing the name of the internationally renowned painter Mihály Munkácsy, the institution not only honors his artistic legacy but also creates a visual and intellectual framework for cultural memory. At the same time, the center functions as an important instrument of cultural diplomacy, fostering international dialogue and mutual understanding. Its programs encompass a broad spectrum of arts, folk traditions, education, music, film, and community events, thereby contributing to the preservation of the national language and cultural continuity.
Alongside the MMMH, our additional institutions—such as the Erdélyi Béla Memorial and Creative House, the Beregszentmiklós Sculpture Park and Creative House, the Horváth Anna Museum, and several guesthouses—form a comprehensive cultural network dedicated to maintaining a continuous Hungarian cultural presence in Subcarpathia.
This presentation examines how these institutions support the preservation of Hungarian identity amid the challenges of wartime circumstances. Special emphasis is placed on the understanding that culture and art constitute a borderless realm: they enable free expression, build bridges across communities, and facilitate deeper mutual understanding, thereby enriching and advancing our shared world. For this reason, the protection and transmission of our own cultural heritage remain essential.



Brief Professional Bio (max. 100 words):
I have been working as an educator and homeroom teacher for ten years, and I serve as the coordinator of the Munkács “GENIUS” Talent Point, organizing programs to nurture young talents. Since 2021, I have been a cultural manager at the Munkácsy Mihály Hungarian House, overseeing the operation of affiliated museums and creative houses, and leading programs aimed at preserving and promoting Hungarian cultural identity. I also serve as the Executive President of the Transcarpathian Hungarian Scout Association and as a board member of the Transcarpathian Hungarian Cultural Association, Munkács Chapter. I hold master’s level degrees in biology, ecology, and psychology. Currently, I am a Kőrösi Csoma Sándor Program scholar in Cleveland at the Hungarian Media Foundation.

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Dienes Zoltán szellemi és kulturális öröksége a 21. században

Type of Abstract (select): Workshop

Abstract (max. 250 words):
A Pécsi Tudományegyetem Kultúratudományi, Pedagógusképző és Vidékfejlesztési Karán az elmúlt években tudatos, intézményes munka zajlik Dienes Zoltán – a nemzetközileg is meghatározó magyar matematikapedagógus és a PTE díszdoktora – szellemi és kulturális örökségének megőrzésére és kortárs újraértelmezésére. Az előadás ezen egyetemi kezdeményezéseket mutatja be, különös tekintettel azok nemzetközi, illetve amerikai kapcsolódási pontjaira. A bemutatott tevékenységek közé tartozik a Dienes-játékok pedagógiai és nevelésfilozófiai feldolgozása, oktatási és élménypedagógiai programokba való beépítése, a Dienes Virtuális Múzeum kialakítása, valamint olyan tudományos és ismeretterjesztő projektek megvalósítása, amelyek Dienes gondolkodásmódját a 21. századi tanulási környezetek kontextusában értelmezik újra. Ezek a programok egyaránt szólnak egyetemi hallgatóknak, pedagógusoknak, és nem utolsósorban a diaszpóra közösségeknek is. Dienes azon meggyőződése, hogy a játékos, tapasztalati tanulás és a matematika egyetemes nyelve kultúrákon átívelő módon képes támogatni a megértést és a kommunikációt, ma is releváns üzenetet hordoz, melynek kedvező amerikai fogadtatása (Los Angeles, New York, San Francisco) előrevetíti a játékok további felhasználási lehetőségeit a magyar közösségekben. Az előadás végén a résztvevők konkrét Dienes-játékokon keresztül ismerkedhetnek meg az örökség gyakorlati alkalmazási lehetőségeivel, reflektálva arra, miként válhat egy magyar pedagógiai életmű élő, nemzetközi jelentőségű tudásforrássá a 21. században.


Brief Professional Bio (max. 100 words):
Dr. habil. Iván Zádori, Director of the Institute of Rural Development, 2015- Vice-dean, University of Pécs, Faculty of Culture, Education and Regional Development.



Prof. Dr. Zsolt Nemeskéri Full Professor
Department of Cultural Theory and Applied Communication Studies, University of Pécs, Faculty of Culture, Education and Regional Development.



Dr. Habil. Ákos Jarjabka, associate professor at the Faculty of Economics of the University of Pécs (UP FBE). 2013 - Head of the Institute of Leadership and Organizational Sciences of the UP FBE.

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