LS4VET (Lesson Study for VET) – Teachers’ Collaboration through Lesson Study for Improving the Quality of Vocational Education and Training


This three-year-long international Erasmus+ project, coordinated by the Institute of Intercultural Psychology and Education of ELTE PPK and led by Prof. Dr. János Győri, aims to adapt the method of Lesson Study to the sector of vocational education and training. The adaptation process is carried out in a close collaboration of expert partners (university teacher educators) and VET schools in four partner countries (Hungary, Austria, the Netherlands and Malta). VET teachers are supported by formal training (an e-learning course) and mentoring to learn, adapt and pilot the method of Lesson Study in their own schools.

More information about the backrgound, obejctives and planned outcomes of the project is available here
The LS4VET project website is available here. Download the LS4VET flyer here.
Contact information:
project leader: Prof. Dr. János Győri (Institute of Intercultural Psychology and Education)
project coordinator: Eszter Bükki assistant research fellow (Institute of Education)


Psychological aspects of international mobility in higher education: Adaptation and acculturation of students studying abroad (K-120433, National Research, Development and Innovation Fund) 
Principal researcher: Nguyen Luu Lan Anh

This research proposal aims to investigate the acculturation experiences of international students – a soujorner group as considered in acculturation literature - studying in Hungary and those of Hungarian students studying abroad in a longitudinal study. To gain a deeper understanding of the acculturation processes and experiences of international students, it combines both qualitative (interview and focus group) as well as quantitative (survery) methods. It focuses on the main questions of the acculturation orientations (toward culture of origin, host culture, and the culture of international students), the psychological and sociocultural adaptation (how they feel and how well they manage their everyday life) and changes in time, influencing factors (those that promote or hinder adaptation). The main aim is not the description of these factors but instead, the exploration of their relationship.The final aim of the research is to contribute to the understanding of acculturation and adaptation of international students especially in Hungarian context, to build and test a model on acculturation and adaptation of international students that takes into account the relative status of home country (students arriving from richer vs. poorer countries) and to offer recommendations for counselling and support services for international students. It also aims to compare the acculturation and adaptation of students whose study language is the local language or an international language that is a foreign language for the host country and as a consequence, international students will have less opportunity to have host contact.

Szabó, Á., Papp, Z. Z., & Nguyen Luu, L. A. (2020). Social contact configurations of international students at school and outside of school: Implications for acculturation orientations and psychological adjustment. International Journal of Intercultural Relations, 77, 69-82.
A personalized URL providing 50 days' free access to the article. Anyone clicking on this link before July 19, 2020 will be taken directly to the final version of the article on ScienceDirect, which they are welcome to read or download. No sign up, registration or fees are required.
Hosseini-Nezhad, S., Safdar, S., & Nguyen Luu, L. A. (2019). Longing for Independence, Yet Depending on Family Support: A Qualitative Analysis of Psychosocial Adaptation of Iranian International Students in Hungary. International Journal of Higher Education, 8(4), 164-174.
Nguyen Luu Lan Anh (2019): A nemzetközi felsőoktatási mobilitás pszichológiai aspektusai


MICEP  - Mainstreaming Intercultural Competencies into Education Projects

The project aims to equip students in different specializations linked to education, training and social intervention with the conceptual and methodological foundation of intercultural approach and promote the transformation of acquired knowledge and theory into skills and competences. It aims to integrate an intercultural approach into educational and social intervention projects in their planning, their implementation and evaluation. Developing ICT based learning tools that enhance the sharing and collaborative development of practices in educational projects is also an important goal of the project.

Universite Paris XII VAL DE MARNE, France
Elan Interculturel, France
Mary Immaculate College, Ireland
Artemisszió Alapítvány, Hungary


International Credit Mobility

This grant application aims to include SNU researchers in the IIPE's OTKA supported research project on "Psychological aspects of international mobility in higher education: Adaptation and acculturation of students studying abroad", to create ground for development projects on the intercultural aspects of the internalization of higher eductaion. 

Seoul National University, College of Education, Department of Social Studies, 
Hue University, College of Education
Hanoi Metropolitan University



IIPE Evenings - Public events at the Institute for Intercultural Psychology and Education 

The purpose of the IIPE Evenings is to create a space for experts and an interested audience to consider and discuss issues related to intercultural topics understood in a wide context. The long-term objective is to build a network to find possible solutions to social problems by linking together experts’ knowledge. We invite external experts, including representatives of civil organisations, activists or researchers, to our thematic evenings. The primary target audience of our Evenings are the students and professors of our Faculty (especially of our Institute). However, anyone is welcome to attend.     



“Mobilities, Transitions, Transformations – Intercultural Education at the Crossroads” Conference"
The conference explores the ways in which social, cultural and geographical mobilities, transitions and transformations are interpreted, constructed and re-constructed through the theory and practice of intercultural education, and aims to create an open forum for intercultural education theorists, practitioners and students to engage with current  issues. The conference is organised on the basis of strands focusing on specific thematic areas which are accompanied by student panels coordinated by early career researchers. The conference is jointly organised by the International Association for Intercultural Education (IAIE) and the Institute of Intercultural Education (IIPE) at the Faculty of Education and Psychology of Eötvös Loránd University, Budapest, Hungary, in cooperation with the International Association for the Study of Cooperation in Education (IASCE) and the Tom Lantos Institute as supporting organisations.



Teachers’ intercultural views and their influence on classroom management
Project leader: Dr. János Győri  
In line with the constructivist pedagogy and sociocognitive psychology cognition traditions of teachers’ cognition research, and considering the shift towards multiculturality in school, our research aims to study Hungarian school teachers’ interculturality-related attitudes and beliefs. Using quantitative and qualitative methods, with the participation of 300-350 teachers, we plan to reveal teachers’ beliefs and expectations concerning immigrant and other sociocultural minority (e.g. Roma) students. Teachers’ concepts about gifted students from these groups as well as teachers’ interpretations of differences between female and male students in these groups and in general are also to be examined. A smaller group of teachers will be selected on the basis of specific criteria to participate in a classroom observation study – a method of research that is not particularly widespread in Hungary. Its target is to show whether teachers’ interculturality-related beliefs are reflected, and if yes, how these beliefs are manifested in their classroom practices. We hypothesise that in the current situation, teachers’ thinking in Hungary is more strongly characterised by the monocultural concept, and much less by the realisation of sociocultural diversity, and as a consequence, the former will dominate their beliefs and classroom practices. We also expect that variability in teachers’ belief systems and classroom practices in some cases can be accounted for by teachers’ different levels of education, the school atmosphere or the fact that they have or do not have minority students. Download paper I. and paper II









Identity at the crossroads of cultures

Project leader: Dr. habil. Lan Anh Nguyen Luu
Our study aims to investigate the development of European, national and ethno-cultural identities of the majority and ethnic minorities and immigrant adolescents in Hungary in a broader societal, intercultural and socialisational context. The main questions of our investigation include inquiries about how ethnic minorities and immigrants construct their ethno-cultural identities, how these identities relate to their national and European identities, how these groups perceive larger society, and in their view how the majority group supports, tolerates, or on the contrary, ignores or discriminates against them on the basis of their ethno-cultural identities. Majority adolescents are also asked about their identities and acculturation orientations. The research seeks to draw links between acculturation and age, success in school, quality of peer relationships and ethnic identity. Download Paper.