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Artificial intelligence to become a school subject in Hungary, but everybody’s concerned
From the second half of the academic year, artificial intelligence (AI) is becoming a standalone subject for all ninth-grade students in Hungary’s vocational schools.
Artificial intelligence in schools? From February?
The move is a big leap in the government’s long-term digital education strategy, but it has sparked criticism from teachers’ unions and education experts as well, who warn that schools and educators may not be prepared for such a rapid transition.
The use of AI in education is hardly new. Many Hungarian teachers already report that students rely on tools such as ChatGPT when completing homework or writing essays. As a result, traditional assessment methods are increasingly under pressure, forcing educators to rethink how student performance can be measured fairly in the age of generative AI.
The introduction of artificial intelligence as an institutionalised subject raises some important questions: how will formal AI education affect students’ and teachers’ attitudes towards these tools, and how ready is the Hungarian school system for such a huge shift?
A nationwide rollout by the end 2026
As Telex reported, the government’s plans extend well beyond vocational education. In October last year, government commissioner for artificial intelligence László Palkovics announced that AI education would become part of the standard national curriculum from February 2026.
Rather than developing new teaching materials, the government has partnered with Logiscool, a Hungarian education company that already runs AI-related courses both domestically and abroad. The agreement includes access to teaching platforms and teacher training programmes.
A pilot project was launched last autumn in 60 Hungarian and three foreign vocational schools, involving around 1,700 students and 100 specially trained teachers. The ten-hour subject, titled Fundamentals of Artificial Intelligence, was integrated into schools’ professional programmes via Hungary’s KRÉTA digital education system. According to the Energy Ministry, the course will be available to all ninth-grade vocational students nationwide from the second semester.
A government decree published in November confirms that this is only the beginning: all other Hungarian schools must introduce AI education by 31 December 2026. The stated aim is to help students understand how artificial intelligence works, recognise its risks and use it as a tool for learning and independent problem-solving. The government also argues that AI education is essential for developing critical thinking skills and for recognising manipulated or misleading information.
Teachers still finding their footing
Despite these ambitions, many educators feel uncertain. According to Balázs Koren, professional director of the ProSuli programme and a participant in the pilot project, AI is already having a greater impact on education than any previous technological innovation, including laptops or interactive whiteboards.
However, most teachers are still only experimenting cautiously. Many use AI tools primarily for lesson planning, creating tests or drafting worksheets, rather than directly in the classroom. While a few educators are already integrating artificial intelligence extensively into teaching, the majority are still at the “getting to know it” stage.
ProSuli’s experience shows that training often has to start from the very basics. Some teachers may have opened ChatGPT but remain unsure how it could meaningfully support their work or benefit students. According to Koren, educators urgently need practical guidance on everyday classroom use, from designing homework assignments to rethinking assessments in a world where AI can instantly generate answers.
Assessment in the age of AI
One of the biggest challenges is evaluation. Online tests, particularly multiple-choice formats, are increasingly seen as ineffective, as AI-powered browsers can easily complete them. For now, many teachers feel forced to return to paper-based assessments, despite the broader push towards digitalisation.
At the same time, innovative teaching methods are gaining attention. The “flipped classroom” model, where students learn new material at home and practise it in class, is seen by some experts as a promising way forward. In this approach, artificial intelligence is not banned but actively incorporated into learning, while teachers can observe in class how effectively students have used it.
International examples suggest Hungary is not alone in facing these dilemmas. In countries such as the United States, smart device use is far more embedded in daily teaching, and widespread English proficiency gives both teachers and students an advantage when working with AI tools that still perform best in English.
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Union concerns and unanswered questions
The Teachers’ Union (Pedagógusok Szakszervezete, PSZ) has been openly critical of the timing and implementation of the reforms. Union president Tamás Totyik described it as “unserious” to introduce new subjects mid-academic year, especially without comprehensive teacher retraining. According to the union, no clear information has been shared about the results of the pilot programme, and current deadlines are not seen as realistic.
PSZ argues that educators need structured training covering basic AI knowledge and ethics, subject-specific applications, and assessment methods. The union does not support introducing artificial intelligence as a separate subject or increasing students’ already heavy timetables. Instead, it proposes integrating AI education gradually into existing subjects and embedding it in a future revised National Core Curriculum.