Mrs Emese K. Nagy, University of Miskolc, Hungary
Dr. Emese K. Nagy is a habilitated doctor of education and a leading figure in Hungarian teacher training and talent support. Currently serving as Director General of the Teacher Training Center and Director of the Teacher Training Institute at the University of Miskolc, she is known for her innovative work on the Complex Instruction Program (CIP). Her research addresses equity in education, particularly the academic success of disadvantaged students. Over two decades, she has built a nationwide educational network impacting nearly 200 schools and thousands of teachers. Through practice-oriented reforms and interdisciplinary collaboration, Dr. Nagy continues to transform the pedagogical landscape of Hungary. Her academic and professional excellence has been recognized through numerous national awards, including the Knight’s Cross of the Order of Merit and the Prima Primissima Prize.
Publication Profile
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Education
Dr. Nagy’s academic foundation is both multidisciplinary and robust. She earned her habilitation degree in education from Eszterházy Károly University in 2016, following her Ph.D. from the University of Debrecen in 2007. Her academic journey began with a degree in agricultural engineering from the Agricultural University of Debrecen in 1980, followed by a teacher of engineering qualification from Gödöllő in 1988. In 1996, she graduated as a language and literature teacher from the University of Miskolc, and completed her Public Education Manager certification in 1999 at the Budapest University of Technology and Economics. Her diverse educational background has significantly influenced her interdisciplinary and inclusive approach to educational reform, especially in combining technical, pedagogical, and administrative competencies to develop sustainable, research-based solutions in teacher training and student support.
Experience
Dr. Emese K. Nagy brings over four decades of multifaceted professional experience. Since 2021, she has held dual leadership roles at the University of Miskolc, heading both the Teacher Training Center and the Institute. From 2018 to 2021, she served as Dean of the Faculty of Pedagogy at Eszterházy Károly University. Earlier, she was the long-serving Head of the IV. Béla Primary School in Hejőkeresztúr (2000–2022), where she pioneered the Hungarian adaptation of the Complex Instruction Program. She has also been a lecturer at Eötvös Loránd University and an associate professor at both the University of Miskolc and Eszterházy Károly University. Her initial career as an agricultural engineer and teacher of engineering laid the groundwork for her analytical and practice-oriented approach to pedagogy. Her leadership across institutions has been instrumental in shaping contemporary Hungarian teacher education and school-based innovation.
Awards and Honors
Dr. Nagy has received numerous prestigious awards recognizing her groundbreaking work in education. Among the most notable are the Knight’s Cross of the Order of Merit of the Republic of Hungary (2010) and the Prima Primissima Award (2016), given to the Hejőkeresztúr school under her leadership. Other honors include the Ambassador of Hungarian Talent (2018), Pro Universitate Award (2015), and the Mentor of the Year Award (2009) from the Hungarian Innovation Association and the Hungarian Academy of Sciences. She was also awarded the Medal of Merit by the University of Miskolc in 2023. These accolades reflect her unwavering dedication to talent development, inclusive education, and professional mentorship, affirming her status as a national leader in educational reform and teacher training.
Research Focus
Dr. Nagy’s research is grounded in social justice and educational equity, with a focus on supporting disadvantaged and underperforming students. She investigates the disconnect between teacher instruction and student understanding, and the systemic causes behind educational underachievement. Her most significant research-led innovation is the Complex Instruction Program (CIP)—a national adaptation of Stanford University’s method—designed to foster cooperative learning and eliminate status differences in heterogeneous classrooms. Since 2021, she has prioritized the transformation of teacher training, advocating for practice-oriented models to better prepare educators for real classroom challenges. Her work bridges research, policy, and classroom practice, resulting in tangible improvements in student outcomes, teacher development, and school effectiveness. Her initiatives have become best practices in Hungary’s public education system and are frequently referenced in academic and policy discussions alike.
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