Lannert Judit, Hungary's Minister of Education, gave her first ministerial interview to the student newspaper Balzac diáklap. In the conversation she set out a broad modernization agenda for the education system, centering on the learning process, reducing student overload, and the deliberate use of artificial intelligence in schools.
Research background and practical experience
The minister said she does not view her background as an education researcher—and relative lack of extensive classroom teaching experience—as a disadvantage. She argued that a researcher’s perspective can provide a more objective external view of schools; she also noted that early in her career she worked as a tutor and that her research has given her an in-depth understanding of school life.
Putting the learning process first
Lannert emphasized that modern schooling should focus less on rote knowledge transfer and lexical testing and more on developing the learning process itself. As part of this, she proposed reducing the number of class hours and the volume of homework to relieve students’ excessive burden.
Artificial intelligence in education
The minister called the use of artificial intelligence in schools unavoidable and potentially a core institutional task, but stressed that effective use requires high levels of reading comprehension and logical thinking. She highlighted the need for pedagogically grounded, conscious implementation.
In-person presence, phones and social media
Before secondary school, Lannert prefers personal, offline presence. To foster focused attention she considers it justified to restrict mobile phones and social media in schools.
Matura reform and modern competencies
While regarding the matura (érettségi) as a valuable tradition, the minister said the examination system should be reformed so it can assess twenty-first-century competencies as well.
Inequality and Roma student inclusion
Lannert pointed to PISA results showing that family background strongly determines students’ school performance in Hungary. She described the inclusion of Roma students as a slow, deep process that requires involving local communities and ensuring adequate resources.
Autonomy and local adaptation
Among the proposed reforms is greater teacher autonomy to allow more flexible adaptation of teaching to local needs. The minister argued that future schools should grant students more freedom, time and encouragement.
Spread of student activism
Lannert expressed hope that the currently capital-centered, self-aware student demonstrations will soon appear in rural areas and vocational institutions as well.
Higher education: foundation model and performance metrics
Regarding higher education, the minister said that while an institutional model based on foundations could theoretically provide flexibility for the twenty-first century, the current system has not been used for that purpose. She envisions a two-step solution: first restructuring boards of trustees, then developing a new financing model with the involvement of rectors, faculty and students. She also argued for rethinking performance evaluation that relies purely on publication metrics, since research output alone does not guarantee student-centered teaching.
Teacher career path and recognition
To restore the social esteem of the teaching profession, Lannert emphasized that in addition to salary increases, it is essential to ensure appropriate professional preparation and autonomy for teachers.
Summary
In her interview with Balzac diáklap, Lannert Judit set out a clear agenda to shift Hungarian education from an emphasis on lexical knowledge and overload toward fostering learning processes, modern competencies and conscious technology use, while addressing social inequalities and strengthening conditions for the teaching profession.
