Artificial intelligence (AI) has the potential to reshape school teaching in Hungary by altering lesson structure, redefining teachers’ roles, and increasing the use of AI tutors and flipped classroom methods. These themes will be addressed at the Raabe Klett conference "Jövőóra – AI az oktatásban" (Future Classroom – AI in Education), to be held on 21 November 2026 at the Eötvös Loránd University (ELTE) Lágymányos campus.
Flipped classroom and AI-enhanced learning
The flipped classroom model shifts the initial exposure to new material to the home environment, freeing classroom time for collective thinking, creative tasks, practice and discussion of difficult topics. Conference speakers argue that AI can accelerate the spread of this approach: AI can act as a personalized study companion or tutor to support students’ home preparation, comprehension and practice.
At the same time, effective implementation requires that students do not come to treat AI merely as a homework-solving machine. Forró Tamás, strategy and business development lead at Raabe Klett, says that while the rapid expansion of AI creates opportunities to address long-standing problems in the education system, it also calls for rethinking teaching methods, curricula and student workload.
The flipped model works only under appropriate conditions: if students already attend eight to nine lessons a day, it is unrealistic to expect them to spend substantial additional time learning at home with an AI tutor.
Supporting students with special educational needs
AI could be particularly valuable for students with special educational needs (SEN). Aknai Dóra Orsolya, a special education teacher and educational researcher, highlights that many mainstream teachers feel uncertain about how to support SNI (sajátos nevelési igényű) pupils, including those with dyslexia, attention disorders or autism, because they often lack practical guidance.
The number of children with special educational needs in Hungary has risen significantly in recent years: the number of pupils with severe learning disorders increased from about 7,000 in 2001 to roughly 52,000 in 2025. Official statistics reflect only those children who have received a formal diagnosis.
Aknai describes AI as a form of "invisible special education assistant" that can adapt learning materials to individual needs and learning profiles. For example, an AI could break a text into shorter parts and provide simpler explanations for a dyslexic student who has difficulty focusing on reading. She emphasizes, however, that determining which solution actually helps a child still requires joint work with the teacher — AI can offer ideas and speed up preparation, but it does not replace pedagogical judgment.
Conference content and target audience
The Raabe Klett conference will present practical examples and proven methods that teachers can apply in kindergarten and school settings. Topics include:
- classroom uses of AI,
- AI-supported lesson planning,
- individual student support,
- developing responsible school AI strategies,
- and which skills will gain importance in the age of AI.
The event is aimed primarily at primary and secondary school teachers, school leaders and others who want to prepare deliberately for AI’s impact on education. Some sessions will also provide useful content for kindergarten teachers and professionals working in early childhood education.
Why careful introduction matters
Speakers stress that integrating AI in schools is not solely a technical issue: success requires pedagogical change, review of curricula and subjects, and reduction of excessive study load. The tools should foster students’ natural curiosity and joy of discovery, rather than reducing education to homework completion.
The Raabe Klett event aims to offer practical guidance and a professional forum on how to use artificial intelligence responsibly and effectively in education, with special attention to supporting students with special educational needs.
