Tamás Köpeczi-Bócz
Biographic Data
| ID | 9975458 |
|---|---|
| NAME | Tamás Köpeczi-Bócz |
| GIVEN NAMES | Tamás |
| FAMILY NAME | Köpeczi-Bócz |
| SIGNATURE | KÖPECZI-BÓCZ T |
| AFFILIATIONS | University of Tokaj |
| ORCID | 0000-0003-3999-1676 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teaching beyond boundaries
This paper examines how scholarly discourse on multidisciplinary higher education was reconfigured between the 2015–2020 baseline period and the post-2020 period, and how AI enters this evolving problem space. The study applies a multi-layered, time-comparative thematic content analysis, extended with normalised co-occurrence mapping and focused AI-entry channel analysis. The analysis is based on three data layers: an inductive pre-COVID baseline…
Cognitive-Dissonance-Based Educational Methodological Innovation for a Conceptual Change to Increase Institutional Confidence and Learning Motivation
The aim of this study was to investigate the application of cognitive-dissonance-based educational methodological innovation to enhance conceptual correction, motivation to learn and institutional confidence, synthesizing educational theory and policy perspectives. The research was based on a pilot study of a targeted, short-cycle university training program that aimed to change participants’ misconceptions about the concept of entrepreneurial in…
The Impact of a Combination of Flipped Classroom and Project-Based Learning on the Learning Motivation of University Students
Our study investigated the effects of combining project-based learning (PBL) and flipped classroom (FC) methods in university education on the learning motivation and learning outcomes of students at the bachelor (BSc), master (MSc), and higher vocational education and training (HVET) levels. We aimed to explore how these modern teaching methods can influence students’ performance and motivation at different levels of education. The research used…
No prominent works on this page.
The Impact of a Combination of Flipped Classroom and Project-Based Learning on the Learning Motivation of University Students
Our study investigated the effects of combining project-based learning (PBL) and flipped classroom (FC) methods in university education on the learning motivation and learning outcomes of students at the bachelor (BSc), master (MSc), and higher vocational education and training (HVET) levels. We aimed to explore how these modern teaching methods can influence students’ performance and motivation at different levels of education. The research used…
Cognitive-Dissonance-Based Educational Methodological Innovation for a Conceptual Change to Increase Institutional Confidence and Learning Motivation
The aim of this study was to investigate the application of cognitive-dissonance-based educational methodological innovation to enhance conceptual correction, motivation to learn and institutional confidence, synthesizing educational theory and policy perspectives. The research was based on a pilot study of a targeted, short-cycle university training program that aimed to change participants’ misconceptions about the concept of entrepreneurial in…
Teaching beyond boundaries
This paper examines how scholarly discourse on multidisciplinary higher education was reconfigured between the 2015–2020 baseline period and the post-2020 period, and how AI enters this evolving problem space. The study applies a multi-layered, time-comparative thematic content analysis, extended with normalised co-occurrence mapping and focused AI-entry channel analysis. The analysis is based on three data layers: an inductive pre-COVID baseline…
Computer Science (2 works) · Mathematics education (2 works) · Psychology (2 works) · Attitude change (1 works) · Blended Learning (1 works) · Cognition (1 works) · Cognitive dissonance (1 works) · Cognitive psychology (1 works) · Conceptual change (1 works) · Curriculum (1 works)