CEJER

🎨 Can art inspire meaningful social change?

A recent book review explores the volume Art as an Agent for Social Change, which examines how artistic practices can contribute to addressing complex social issues. The book brings together studies from scholars and artists around the world, demonstrating how art can support community engagement, education, and social transformation.

Through diverse case studies—touching on topics such as trauma processing, minority issues, and social justice—the volume highlights the powerful role of arts-based approaches in research, teaching, and activism.

Read the full review here:
https://ojs.lib.unideb.hu/CEJER/article/view/15851

🎵 Can music support language learning and cultural connection?

A recent study explores how music can enhance the learning experience of Persian heritage-language students in international schools in Dubai. The research investigates whether integrating musical adaptations of classic Persian poetry into literature classes can improve students’ comprehension, motivation, and emotional engagement.

The findings suggest that listening to musical versions of poems helps students better understand literary devices and strengthens their connection to their heritage language and culture.

Read the full article here:
https://ojs.lib.unideb.hu/CEJER/article/view/15477

📖 New research on language inequalities in early childhood education

Do social background and place of residence influence how children use language? A recent study revisits Bernstein’s linguistic codes theory to explore language differences among kindergarten children in Hungary. The research analyzes the speech of 5–6-year-olds from settlements with different socio-economic conditions and reveals noticeable disparities in vocabulary use, sentence structure, and linguistic complexity.

The findings suggest that language inequalities linked to social disadvantage can still be observed today, highlighting the crucial role of effective mother-tongue development in early childhood education.

Read the full article here:
https://ojs.lib.unideb.hu/CEJER/article/view/15453

📚 New research on the quality of academic writing!

What linguistic features make a foreign-language text truly effective? A recent study explores the role of syntactic complexity in essays written for the B2+ level English language exam. Using corpus-based analysis, the research investigates which grammatical patterns distinguish higher-quality texts from weaker ones. The findings contribute to a better understanding of second-language writing and may support more reliable assessment practices in language testing. ✍️🌍

Read the full article here:
https://ojs.lib.unideb.hu/CEJER/article/view/15027

📘 CEJER Vol. 7, No. 1 – Research Papers Out Now!

We’re proud to present the latest research papers published in Central European Journal of Educational Research (CEJER), Volume 7, Issue 1! 🌍✨
This issue brings together diverse perspectives on language, education, and culture across international contexts.

🔍 Featured research topics include:
• Syntactic complexity and high-quality writing in B2+ English language exams
• Linguistic inequality through the lens of Bernstein’s Linguistic Codes Theory
• The role of music in teaching Persian heritage-speaking students in international schools

These studies offer valuable insights for researchers, educators, and anyone interested in language education, social inequality, and innovative teaching approaches. 📚🎓

📖 All articles are open access:
👉 https://ojs.lib.unideb.hu/CEJER

📚 New Educational Research Publication!

We’re happy to share an open-access article from the Central European Journal of Educational Research — a peer-reviewed journal that explores diverse issues in education across contexts and communities.

🔎 Title: Opportunities and Barriers in the Partnership Between Foster Families and Schools
🖊️ Author: Nóra Kocsis (University of Debrecen, Hungary)
📅 Published: June 30, 2025

This qualitative study investigates the relationship between foster families and schools — a relatively under-researched area within family-school partnerships. Drawing on focus group interviews with foster parents and teachers in Hajdú-Bihar County, Hungary, the article explores how foster parents and educators interact, cooperate, and communicate to support children’s learning and well-being.

Key insights include:
✨ Regular, face-to-face contact between foster parents and teachers, with personal communication helping strengthen relationships.
🤝 Supportive teacher attitudes that acknowledge the unique educational situations of foster children.
⚠️ Challenges such as negative reception in some interactions and the need for more training and ongoing professional support to enhance collaboration.

The findings highlight the importance of building effective partnerships between foster families and schools — not just for academic progress, but for the social and emotional development of children in foster care.

📖 Read the full article (open access): https://ojs.lib.unideb.hu/CEJER/article/view/14582

📘 New Research Feature!

We’re excited to share a thought-provoking open-access article from the Central European Journal of Educational Research! 🌍📚

🔎 Title: The Effectiveness of Indigenous African Values in Building the Resilience of Out-Of-School Suspended Learners
🖊️ Author: Lina Mmakgabo Methi (Unisa)

This qualitative study explores how indigenous African values — including philosophies like Ubuntu — contribute to building resilience among learners who have been suspended from school in South African township contexts. Instead of focusing solely on disciplinary measures, the research highlights the importance of community-centred values that support connection, mutual respect, and collective responsibility as a foundation for helping adolescents navigate challenges and reintegrate into learning environments.

Through interviews and thematic analysis, the study shows how parents and school communities can draw on cultural assets and shared values to understand and address behaviour issues more constructively, fostering resilience and deeper social bonds for students facing exclusion.

📖 Read the full article (open access): https://ojs.lib.unideb.hu/CEJER/article/view/15231

Article from the Central European Journal of Educational Research! 🌍🎓

📖 Read the full article (open access): https://ojs.lib.unideb.hu/CEJER/article/view/15248

CEJER is a peer-reviewed journal dedicated to advancing educational research across diverse contexts, with a focus on equity, innovation, and global perspectives.

📚 New Research Alert!

Check out this insightful open-access article from the Central European Journal of Educational Research! 🌍👩‍🏫

🔎 Title: Teacher-Driven Strategies for Enhancing Parental Involvement in Rural Education
🖊️ Authors: Lungisani Excellent Mafu, Lindokuhle O Makhonza & Thanduxolo Peace Mngomezulu

This study explores how teachers in rural schools build meaningful partnerships with parents to boost students’ academic success — especially in contexts where traditional forms of parental engagement are less accessible or have unique challenges. The research is grounded in Rotter’s Social Learning Theory and draws on data from educators in a rural high school in KwaZulu-Natal.

The findings highlight the need for structured, culturally responsive strategies that go beyond parent-teacher meetings — such as community-involved initiatives and ongoing communication methods — to strengthen collaboration and support learners’ educational outcomes.

📖 Read the full article (open access): https://ojs.lib.unideb.hu/CEJER/article/view/15521

📘 New Research in Inclusive Education!

We’re pleased to share an important open-access article from the Central European Journal of Educational Research! 🌍🎓

🔍 Title: The Use of Interactive Teaching Aids by Special Education Teachers in Teaching Science to Students With Autism Spectrum Disorder (ASD)
👩‍🏫 Authors: Aziza Samatova & Nor Amalina Rusli

This insightful study investigates how special education teachers use interactive teaching aids — like digital tools and hands-on resources — to support science learning for students with ASD. 🧪✨ The research highlights the benefits of these aids in boosting engagement, visual and kinesthetic learning, and social interaction. At the same time, teachers face challenges such as limited access to technology, insufficient training, and adapting tools to individual needs. 🚧💡

The authors conducted interviews with experienced practitioners and conclude that, while interactive aids are highly effective, targeted support and improved resources are key for their successful implementation in inclusive classrooms. 💬📊

📖 Read the full article (open access): https://ojs.lib.unideb.hu/CEJER/article/view/15248

📢 New Research Highlight!

We’re excited to share a compelling new article published in the Central European Journal of Educational Research! 🌍📘

🔍 Title: Supporting Background, Caring Practices and Perceptions of Care in Narratives of Parents of Children Living With Autism Spectrum Disorder
👩‍🔬 Author: Eva Nagy (Semmelweis University, Faculty of Health Sciences)

This insightful study explores how parents of children with Autism Spectrum Disorder (ASD) experience care practices and perceptions of support in everyday life. Using qualitative interviews with Hungarian parents, the research reveals how limited formal care services shift care responsibilities heavily onto families — affecting both parental agency and children’s autonomy. 💬👨‍👩‍👧‍👦

The article raises important questions about institutional support, care deficits, and how families reshape understandings of disability and care in society — especially when parents themselves are also researchers. 🧠✨

🔗Check it out here: https://ojs.lib.unideb.hu/CEJER/article/view/15936