|Study location||Hungary, Budapest|
|Type||Doctoral, full degree studies|
|Nominal duration||8 semesters (240 ECTS)|
Master diploma (or higher)
Applicants are expected to present the documentation of their MA/MSc degree with at least good average.
If the applicant is taking the final examination during the current semester and their degree certificate (diploma) is not issued before the application deadline, a certification is required, which verifies that the applicant will presumably receive a diploma. In case of being accepted as a student, however, the applicant must present the diploma upon enrolment at the latest.
For the Sports and Health Promotion Programme: MA/MSc in education, pedagogy, teacher training, psychology, recreation, physical education teacher programme, sports coach, sports manager, health educator, nutritionist, physiotherapist.
Official English translation of the postgraduate/master diploma, if the language of the original is not English.
The entry qualification documents are accepted in the following languages: English.
Often you can get a suitable transcript from your school. If this is not the case, you will need official translations along with verified copies of the original.
You must take the original entry qualification documents along with you when you finally go to the university.
You must take the original entry qualification documents along with you when you finally go to the university.
If the applicant takes their final examination during the current semester and their degree certificate (diploma) is not issued before the application deadline, a certification is required, which verifies that the applicant will presumably receive a degree. In case of being accepted as a student, however, the applicant must present the diploma upon enrolment at the latest.
Applications are accepted from the following territories (based on citizenship): Armenia, Ethiopia, Iraq, Israel, Kenya, Lebanon, Nigeria, Pakistan, State of Palestine, Syria.
Minimum level of language proficiency (oral) (A1-C2): C1
The Applicant’s language skills are assessed during an oral interview as part of the admission procedure. No language certificate is needed.
A motivation letter must be added to your application.
Please, specify why you want to come to Hungary, to Budapest, to our university, to our faculty, to this programme. Please, tell us what makes you a successful candidate, what your future plans are, what do you think, how our programme is connected to your future plans.
Besides the motivation letter, a reference work should be also submitted. It can be any academic paper written in English by the applicant within the field of the applicant’s earlier studies (MA thesis extract, a research paper, a seminar paper, a research report, a published journal article or a book chapter, a case study, a literature review, etc.) Either a new paper or an improved version of an earlier work can also be written for the current application. The ideal length should be between 5-15 pages excluding references and the appendices. There are no special requirements concerning the format.)
A Supervisor Statement from potential future supervisor needs also be submitted. It is a document signed by a supervisor of the doctoral school in which s/he understakes the duties of being your supervisor. Click here to find supervisors:
You need to submit an elaborated research plan, approximately 3-4 page-long, including the research idea, methodology, timing, and literature.
Our programme comprises of both course-based and research-based elements. The aim of the doctoral programme is to enable students to conduct research in accordance with the common national and international standards in pedagogy. Academic research competencies of students are to be developed in order to enable them to carry out solid research, write and defend dissertations, and be prepared for working in tertiary education or research centres. Therefore, the credits students have to earn during their studies are divided in the following proportion:
33% for courses, 5% for complex examination, 45% for academic research, and 17% for teaching in tertiary education.
The application can be submitted for the following doctoral programmes:
(We cannot guarantee that each doctoral programme will start in September as it depends on the number of applications received.)
Theoretical and Historical Pedagogy Doctoral Programme
The Theoretical and Historical Pedagogy Doctoral Programme is based on the research projects carried out by the Research Group of Theoretical, Historical and Comparative Pedagogy and by the Research Group of Pedagogical Cultural Anthropology. These research projects are based on a wide national and international research area above all with a qualitativ research orientation focusing on current research questions and subdisciplines (education in family outside the school, within the school, theoretical, systematical, comparative and historical aspects of children and youth education) of educational sciences.
Theoretical and practical background of scholar training is granted by a wide repertoire of research possibilities. This wide range offering of courses provide students with an opportunity to gain experience in philosophical, pedagogical, ethnographical, theoretical and historical aspects of education discipline. They can explore the peculiarities of educational institutes and pedagogical professions during their research activities. Therefore, students became familiar with the background of family and youth education and current questions of contemporary education.
Students are also fostered conducting research in reform pedagogy and alternative types of schooling which enable them to explore their life reform and new religious movements. We also provide students with possibility to examine the actual questions and innovation possibilities relating to theoretical and historical background of critical citizenship, prison education (inmate education), dance, music and museum pedagogy.
Students’ research activity is supported by a doctoral workshop focusing on a) discussing students’ research findings b) offering regular block seminars held by internationally well-known professors (between 2012–2017 scholarships of ERASMUS, NSRF, DAAD and TEMPUS provided the financial background of visitation of numerous lecturers from Austria, Belgium, Czech Republic, Finland, Germany, Great Britain, Italy, Schwitzerland, Slovenia), c), translating and publishing foreign literature and publishing students own research products d) organising conferences and international doctoral colloquiums e) participating in works of research groups and their publications activities.
Courses of the programme:
The Scientific Theory and History of Educational Sciences
Systematic Pedagogy, Pedagogical Anthropology and Contemporary Culture Research
Comparative Education, Theory and History of the Pedagogical Professions and Institutions
History and Theory of Progressive Education, Life-Reform and School Alternativity
Historical and Contemporary Family, Childhood and Youth Studies
The Theory and History of Museum Education
Adult Learning and Education Programme
Our programme aims to provide doctoral students with interdisciplinary (e.g. economic, social,
community/organizational) knowledge, skills and research methodologies related to the field
of adult education that are applicable in their postdoctoral professional contexts and beyond.
The researcher attitude will contribute to transferring their expert knowledge to
multidisciplinary academic and non-academic contexts as well as to nurturing openness
towards sustained professionalization and self-development.
The programme focuses on exploring the direct or indirect interrelations of education and social,
economic and community/organizational phenomena. For instance, the interaction between
education and the economy, the role of local societies in learning, the process of knowledge
transfer, issues of career guidance, innovative strategies for training the trainers, changes in
the learning environment, workplace and organizational learning, as well as strategies of
professional development. The programme has a strong focus on integrating networked learning,
including info-communication technologies, and it is aligned to the LLL strategy of the
European Union. Research topics include, for example, the regional and social issues of
integration, growth and development, innovations in teaching and learning – including
digitalization; support of and strategies for (internationalized) workplace and organizational
learning, motivating effectively instructor communities and educational leadership; ongoing
changes in the structure of vocational education.
The doctoral programme is built on the andragogy, human resource counsellor MA and human
resources management track (of MBAs), thus offering competitive and applied knowledge in
humanities, social sciences and economics. Doctoral students gain educational and research
experience that enables them to plan their career paths, both for higher education and for
international and national organizations in the private sector and beyond.
European Doctorate in Teacher Education Programme (EDiTE)
The original form of the Teacher education and higher education
studies (EDiTE) doctoral programme was developed in the framework of
a European Union funded international project in partnership with
five European universities under the name of “European Doctorate in
Teacher Education”. Originally this programme admitted applicants
interested in research on teachers and teacher education. Following
the closure of the international project the scope of the program was
enlarged so that it could provide doctoral education also to students
interested in general higher education studies.
This programme is offered only in English. Most of the doctoral students
admitted are international students arriving from different countries,
especially from Eastern and Central Asia, South-America and Africa.
In the first two years they attend courses in three subject areas: (1)
the general theoretical foundation in educational sciences, (2)
research methodology and (3) higher education studies (with a
strong focus on teacher education). Besides this, students have access
to a number of elective courses in function of their personal research
interest. By the end of the second year our doctoral students develop
a detailed research proposal. In case they defend it successfully in the
course of a complex examination they have two further years to
implement their research program with the support of their
The EDiTE doctoral programme supports the development of a strong
student community, encouraging horizontal and mutual learning.
Most of the program specific courses support active learning
methods, making students active partners in designing learning. The
research portfolio of the EDiTE doctoral student community is
characterized by high level diversity, covering various areas from
higher education leadership and management, through comparative
studies and international higher education to various teacher
education related themes.
Students admitted to this program are strongly connected with the
Research Group on Higher Education and Innovation (RGHEI)
operating in the framework of the Institute of Education of the Faculty
of Education and Psychology of ELTE University. They are
encouraged to participate in the research projects of this unit, most of
them focusing either on higher education studies (including higher
education pedagogy and scholarship of teaching and learning) or
innovation studies. RGHEI is an active member of an Erasmus Mundus
consortium providing masters level training in the field of higher
education and innovation management (MARIHE).
The doctoral students of the EDiTE programme are encouraged to
participate in the activities of the Teaching and Learning in Higher
Education Unit, established by the members of RGHEI in 2018 to
support the professional learning of university teachers. The students
of the EDiTE program are also involved in teaching, typically as
teaching assistants in courses related with higher education, teacher
education and innovation studies.
With a few exceptions, doctoral students in the EDiTE programme pursue
empirical research using various data collection and data analysis
methods. The program supports methodological pluralism: most of
its doctoral students conduct mixed method research, combining
quantitative and qualitative approaches.
Students of the EDiTE doctoral programme acquire skills that can be
used in various jobs on the academic labour market. Graduates may
consider to become researchers, tutors or developers in the whole
sector of higher education and particularly in the area of teacher
education. They may use their skills also as administrative leaders in
knowledge intensive jobs in government, in higher education
institutions, in intermediary bodies (such as accreditation agencies)
and also in private consultancies.
Special Education Programme
The Ph.D. programme in Special Education is an interdisciplinary program that brings together
scholars from education of children and adults with special needs, rehabilitation sciences,
disability studies, and neuroscience. The mission of the Ph.D. programme is to provide leadership
personnel in academic, research, and clinical settings concerned with the scientific study of
human development and everyday life of individuals with special needs. Current research
projects focus on inclusive education of children with disabilities, assessment and intervention
of individuals with learning disabilities, monolingual and bilingual language impairment,
autism, empowerment and equal rights for people with disabilities, neurorehabilitation,
among others. While it is our goal to provide students with individualized programs to meet
their academic and career objectives, we also believe that all students need a basic
understanding of theories and research methods across fields of specialization. In addition to
the coursework, students acquire relevant research skills and knowledge by participating in
various research workshops and by joining faculty members’ research groups.
*Early Childhood Education Programme”
The aim of this PhD programme is to provide overview of the most recent scientific knowledge
on development and education in early childhood. Another important goal is to provide
necessary methodological knowledge about current trends, approaches, methods, practical
issues to study cognitive, social and emotional skills, abilities of children between 0-12 years.
The doctoral programme prepares both scholars capable of innovative interdisciplinary research
in early childhood development and education and leaders in child-related social practice and
In the PhD programme, students work closely with their supervisors and other members of the
faculty. Coursework includes: cognitive development and education in early childhood; social,
emotional development and education in early childhood; creativity and giftedness in early
childhood; play and its importance in early childhood; assessment and evaluation in early
childhood; childhood and media.
Learning, Instruction and Subject Pedagogies Programme
The Learning, Instruction and Subject Pedagogies Programme focuses on the research of learning and teaching, actors, processes, social environment and the operation of practice, their
connection, and the factors that influence their effectiveness.
It encourages researches on how learning support practices, an educational institution, a
training program, an educational system work, what, why, and how participants learn, and
last but not least, what kind of connection can be discovered between these and the
individual, the social and societal characteristics, processes.
The aim of the programme is to enable students to use basic features, principles, and conceptual
structures of pedagogical research, learning research, educational theory paradigms
prevailing in today’s educational research in their own research. Besides that prepare them to
validate the specific aspects of teaching, equity, and subject pedagogies.
Moreover, the aim of the programme is to enable students to place the questions above in the
system of educational science, to be able to use the theoretical knowledge as a starting point,
and thus is to carry on successful research in topics related to their own educational science
and disciplinary area.
The programme includes eight courses: Learning and Education Research (Subject administrator:
Orsolya Kálmán), Social Chances and the School (Subject administrator: Anikó Fehérvári),
Organizational Culture, Learning, Socialization (Subject administrator: Erika Kopp), Education
Research – Pedagogical Innovation (Subject administrator: Sándor Lénárd), Teacher and
Teacher Training Research (Subject administrator: Nóra Rapos), Problem-Based Learning in a
Digital Environment (Subject administrator: Péter Tóth), Reflective Thinking (Subject
administrator: Judit Szivák), Adaptivity in the School (Subject administrator: Nóra Rapos).
During the doctoral training, students get acquainted with the theoretical paradigms, models,
moreover, receive support in connection with their research (workshops) and the
collaboration with the research group. The Learning, Instruction and Subject Pedagogies programme, in this sense, represents theharmony between the acquisition of knowledge and knowledge sharing.
The programme is supported by two research groups at ELTE PPK Institute of Education: Research Group For Organization, Teacher and Teacher Education (Head of the research group: Judit Szivák), Research Group for Innovation and Inequality in Education (Head of the research
group: Anikó Fehérvári).
The programme expects and supports PHD research plans that fit into the profiles of the research
groups. About these, as well as the way you can contact, you can find information on the
website of the Faculty of Pedagogical Psychology NDI.
Sports and Health Promotion Programme
The programme approaches the area of sports and health education in a complex way from
different directions. One topic is the somatic and health education, focusing on the sports and
body culture as well as on the recreation, respectively. Another direction is free time and
leisure sports, their relation to the competitive sports, and also examination of the methods
especially applied on these areas. The third direction is training methods,
educational/teaching ideas and practice, respectively, applied in sports. Finally, a fourth
direction is theoretical and general problems, including sports theory, sports history and
In addition to provide a rich and general doctoral training for those coming from the areas of
sports, recreation and health education, it can be a useful addition for the doctoral training of
those coming from the areas of adult education, special education and kindergarten/primary
school teachers’ courses as well.
STRENGTH of the doctoral programme:
One of the major strength of the programme is the combination and integration of different disciplines which generate interesting and attractive projects and outstanding research.
As researchers and teachers in their academic field, and participation in various international research projects, the supervisors at the doctoral school support their students’ research work and introduce them into the field of professional and academic public life relying on the research findings, qualifications. Besides, another important feature is the warm and friendly interpersonal spirit which includes a large number of interested, active and dedicated PhD and MA/MSc students.
Leading professor of the programme:
Name: Anikó Zsolnai, professor
Agapé Szkárosi, admission coordinator
Please, click here to access the curriculum.
*Job examples: *
Reflective jobs, such as program associate, programme manager, social service administrator, research coordinator