20.500.12556/RUL-189453 Rethinking pedagogy in higher education amid turbulent times Ponovni razmislek o pedagogiki v visokem šolstvu v turbulentnih časih Global challenges (labour market expectations, digital technology, the massing of higher education) are constantly changing the way higher education is managed. Responses to change can be planned. Responses from higher education stakeholders can be interesting and instructive for other institutions, as these examples can be incorporated into their own responses. The purpose of the study is to present the top-down pedagogical reform process that started in 2019 at the University of Public Service in Budapest. Although initiated by the university’s educational strategy, its implementation depends on the teachers who have actively created innovative pedagogical spaces that ensure sustainability. These innovative spaces include training sessions for teachers, workshops, thematic discussions on teaching methodology, methodological publications, research and the annual Innovative Department Award. The stages of the process and the results and challenges of each stage were documented using a case study method. The description helps to illustrate how a process of pedagogical reform, with which the university leadership’s goal is rapid, systemic change affecting the work of hundreds of teachers, can be developed and sustained on the basis of commitment from teachers and institutional determination. Globalni izzivi (pričakovanja trga dela, digitalna tehnologija, množičnost visokega šolstva) nenehno spreminjajo način upravljanja visokega šolstva. Odzivi na spremembe so lahko načrtovani. Odzivi visokošolskih deležnikov so lahko zanimivi in poučni za druge institucije, saj lahko te primere vključijo v svoje odzive. Namen študije je predstaviti proces pedagoške reforme od zgoraj navzdol, ki se je začel leta 2019 na Nacionalni univerzi za javne službe v Budimpešti. Čeprav se je proces reforme začel na podlagi izobraževalne strategije univerze, je njegovo izvajanje odvisno od učiteljev, ki so aktivno ustvarjali inovativne pedagoške prostore, ki zagotavljajo trajnost. Ti inovativni prostori vključujejo: usposabljanja za učitelje, delavnice, tematske razprave o metodologiji poučevanja, metodološke publikacije, raziskave in letno nagrado za inovativni oddelek. Faze procesa ter rezultati in izzivi vsake faze so bili dokumentirani z metodo študije primera. Opis pomaga ponazoriti, kako je mogoče proces pedagoške reforme, pri kateri je cilj vodstva univerze hitra sistemska sprememba, ki vpliva na delo več sto učiteljev, razviti in vzdrževati na podlagi predanosti visokošolskih učiteljev in institucionalne odločnosti. higher education pedagogical changes institutional development visoko šolstvo pedagoške spremembe institucionalni razvoj višje in visokošolsko izobraževanje true false true Angleški jezik Slovenski jezik Članek v reviji 2026-10-07 09:48:59 2026-10-07 09:48:59 2026-10-10 03:31:44 0000-00-00 00:00:00 2026 0 0 Str. 193–211 no. 2 (varia issue) Vol. 16 2026 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 378 2232-2647 10.26529/cepsj.1859 222664451 RAZ_Katalin_Korpics_Márta_2026.pdf RAZ_Katalin_Korpics_Márta_2026.pdf 1 72589724C760432202EA3FEC98A89C4E 2ae5dfd68a3c451da90a8c9ebf5cb8feadf737f47b4706509c817ebf37ac65fc d091dd41-c223-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=250017 https://journals.uni-lj.si/CEPSJ/article/view/26539 0 6d1b010a-c223-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=250014 Pedagoška fakulteta CEPS journal 0 0 0