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How can universities foster inclusive learning communities that bring together Hungarian and international students? This was the central theme of a national conference in Budapest, where higher education leaders, faculty members, and international coordinators gathered to exchange ideas on fostering collaboration and integration. Held on June 11, 2025, the event was organised by the Tempus Public Foundation with support from the Stipendium Hungaricum and Hungarian Diaspora Scholarship Programmes, and focused on enhancing the quality of internationalisation in Hungarian higher education.

The topic is more relevant than ever: in the autumn semester of the 2024/25 academic year, nearly 46,000 international students enrolled at Hungarian universities, choosing from more than 800 English-taught bachelor’s, master’s, and doctoral programmes. Today, international students comprise approximately 14% of the total student population in Hungary.

The event was opened by Miklós Lengyel, Deputy State Secretary for Training, Scholarship Programmes and Science Diplomacy at the Ministry of Foreign Affairs and Trade. 

This year’s conference agenda was closely aligned with the core objectives of the Stipendium Hungaricum Programme, institutional needs, and broader European and international trends in higher education development.

Sessions emphasised the importance of student cooperation both within and beyond the classroom, highlighting how joint academic and extracurricular activities can enhance the learning experience and build stronger campus communities.

For international students, building friendships and academic relationships with Hungarian peers plays a vital role in their successful integration, contributing to both emotional well-being and academic success. Students are likely to recommend Hungary as a study destination if they are satisfied with the quality of education and are able to build both professional and personal relationships with their peers. At the same time, Hungarian students benefit from improved language skills and exposure to global perspectives—essential for developing intercultural competencies and increasing their employability.

Effective integration also supports the internationalisation of education: when students from diverse backgrounds learn together, it creates opportunities to rethink and modernise teaching methodologies. These shared learning experiences enrich academic content and promote mutual understanding.

Exploring Integration from Multiple Angles: Keynotes, Panels, and Breakout Sessions

The conference offered a variety of formats—plenary sessions, roundtable discussions, and interactive workshops - to foster in-depth conversations on integration and collaborative learning.

In the opening keynote, Orsolya Jánosik, Director of the Study in Hungary Directorate, emphasised that integration requires a holistic approach. Beyond classroom teaching, institutions must create inclusive spaces for students to connect, collaborate, and feel part of a shared academic community. She stressed the need for cross-functional teamwork within institutions and creative solutions that benefit all stakeholders. Strong peer networks—especially between international and local students—foster a sense of belonging and contribute to better mental health, academic performance, and long-term institutional commitment. Meanwhile, Hungarian students gain valuable experience working in English and navigating intercultural environments - skills that translate directly into labour market competitiveness. From an institutional perspective, satisfied students are the best ambassadors, enhancing international recruitment and improving university rankings. On a national level, graduates who leave Hungary with a positive experience can become long-term partners in international cooperation and economic diplomacy.

The conference continued with a plenary panel, starting with Dr. Balázs Ligeti, associate professor at Pázmány Péter Catholic University, who began his presentation by outlining the academic opportunities and challenges of joint learning between Hungarian and international students and the creation of a shared learning community. As a key challenge, he pointed to the differing educational backgrounds of international students, which affect not only their subject knowledge but also their learning experiences and expectations. He noted that some students arrive with limited English skills or bring different perspectives on social issues.

Reflecting on more than ten years of experience with the Stipendium Hungaricum programme, he presented several institutional solutions that have supported integration, such as preparatory semesters and a well-developed information system. One of the institution’s priorities is to ensure that international students feel at home on campus. As student numbers are no longer a concern, there is now a greater focus on selecting excellent candidates.

In classroom settings, students work in mixed groups, and in laboratory tasks, international and Hungarian students are paired together. Dr. Ligeti emphasised that the presence of international students benefits everyone: teachers are constantly adapting their courses both methodologically and content-wise to meet the learning expectations and future employment prospects of a global student body, while Hungarian students gain international experience without leaving their home institution. Looking ahead, the university plans to launch targeted collaborations between faculty members with a focus on professional development and knowledge sharing, improve the integration role of student dormitories, and continue to develop its programmes in line with the broader goals of internationalisation.

Eszter Knyihár, Head of the International Strategy Office at Eötvös Loránd University, emphasised that meaningful cooperation and joint learning are only effective when all stakeholders are actively engaged and invested in building bridges where divisions once existed. She highlighted the key role international offices can play in initiating and sustaining these developments through long-term planning, carefully structured events, and the establishment of working groups that bring together the relevant institutional actors. One example is the creation of the International Student Advisory Committee (ISAC), which was formed as part of this integrative effort. Within the committee, a dedicated working group was tasked with developing strategies to support student integration. From this summer, these responsibilities will be taken over by a newly established Student Support Centre, which will focus specifically on integration-related activities.

Kheng Meyly, a doctoral student at the University of Debrecen, presented why integration is crucial from an international student’s perspective. She argued that integration elevates the entire institution by improving intercultural learning, language development, employability, and the vibrancy of campus life. She identified key drivers of progress as supportive and inclusive pedagogical innovations that enable students from different linguistic, educational, and cultural backgrounds to learn together effectively. Creating mixed student groups, involving students in joint projects and research teams, providing accessible support services, and designing inclusive learning and leisure spaces are all essential in building a truly international campus environment.

Hunor Veress, student and international mentor at the Budapest University of Technology and Economics, discussed the role of mentoring in supporting the integration of international students. He highlighted that the internationalisation of education benefits all stakeholders: Hungarian students can study in a multilingual and multicultural environment at their home university and gain experience in international networking. This kind of exposure nurtures cultural openness, which is often developed through relationships with international peers. Veress pointed out that international students who successfully form friendships with Hungarian students tend to perform better academically and are more likely to continue their studies at BME in master's or doctoral programmes—something that also benefits the institution. Similarly, international students who engage in research and show interest in global scientific work bring additional value. While mentorship is undoubtedly useful, he cautioned that student mentors cannot replace institutional responsibilities such as administrative processes. Finally, he noted that involving international students meaningfully in university life is a resource-intensive process and stressed the need for increased funding in this area moving forward.

Afternoon Workshops: Learning Communities in Practice

In the afternoon sessions, both international and Hungarian students shared good practices they had experienced in the context of integration. Participants also discussed how learning Hungarian as a foreign language can support international students in adapting not only to the academic environment but also to the broader community. The sessions highlighted the important role of instructors in promoting joint learning and cooperation - both inside and outside the classroom.

Several examples were presented on how students and faculty members with mobility experience can also contribute meaningfully to the integration process. One key to successful integration may be the presence of a vibrant international alumni network, which allows current students to learn from the experiences of former students.

Outstanding examples were also shared of extracurricular collaborations, community initiatives, cultural events, and volunteering activities that foster intercultural encounters, joint learning, and the formation of a cohesive student community—bringing together Hungarian and international students alike. These initiatives not only help international students feel more at home in an initially unfamiliar environment but also ensure they receive the professional and emotional support they need.

Overall, the conference clearly demonstrated one central message: building a student-centred learning community is a shared effort between institutions, educators, and students. While it requires time and commitment, it’s a long-term investment that pays off for everyone involved.

Last modified: 04-08-2025