The Utilization of Artificial Intelligence in Hungarian Higher Education: A Meta-Summary of Recent Studies

Abstract

The rapid spread of artificial intelligence (AI) is transforming higher education environments around the world – and Hungary is no exception. Over the past three years (2023–2025), several empirical studies have examined the attitudes of students and teachers toward AI, its uses, and the challenges of integrating the technology into Hungarian higher education institutions. The aim of this paper is to provide a comparative overview of these studies, i.e., to produce a meta-summary of the latest data and trends and to formulate recommendations for future AI strategies in Hungarian higher education. The analysis is based on four thematic categories: knowledge and use of AI tools, educational integration, ethical and pedagogical challenges, and institutional support and guidelines. Surveys show that artificial intelligence is no longer a marginal phenomenon in Hungarian higher education, but part of everyday practice. At the same time, the development of critical digital literacy, the clarification of ethical guidelines, and the establishment of institutional support systems are essential for the integration of technology into education. Based on the results, Hungarian students widely use AI tools for information retrieval and text creation, while teachers primarily use them for curriculum development and assessment purposes. In both groups, the integration of ethical and critical considerations appears to be a significant challenge. The study makes recommendations for the development of institutional policies, pedagogical practices, and ethical regulations.