Open books, closed gates?

Changes in learning intentions based on large-scale youth survey data

Abstract

Íme a szöveg szakmai, tudományos angol nyelvű fordítása:

Translation:

Examining the learning intentions of younger generations is crucial both from the perspective of individual life paths and prosperity, and in terms of social cohesion and resilience. Meritocracy, competitiveness, and the capacity to address global challenges—countless authors have explored these correlations in myriad ways.

However, learning intentions are not exclusively linked to formal education. The European Union’s youth policy strategy (Youth Strategy 2019-2027) also places significant emphasis on non-formal and informal learning. For youth cohorts, micro-credentials and short-cycle training programs are often more attractive than long, rigid university structures, as they allow for faster adaptation to technological changes.

Based on these considerations, we utilize data from so-called large-scale youth surveys to examine how Hungarian youth relate to further education as an activity; we believe these data provide valuable insights into understanding this issue. The key questions of our research focus on the nature and evolution of young people's learning motivation, as well as whether Hungarian society is becoming more meritocratic. Specifically, we investigate how the mechanisms of cultural reproduction (Bourdieu, 1978) and the phenomena of cultural mobility (DiMaggio, 1998) shape the learning motivation of the youth. In light of this, our research also tests the extent to which the strong selective effect of the school system fundamentally determines the educational aspirations of young people in the Hungarian context, and how the cultural capital of parents influences the learning intentions of those aged 15–29 (cf. Bourdieu's habitus theory). Therefore, we interpret the question not primarily as an intention to pursue higher education, but as general learning motivation.