Internacionalizácia gymnázií s vyučovacím jazy¬kom maďarským v Nitrianskom kraji: inštitucionál¬ne postupy a perspektíva vedenia škôl
Internationalisation in Grammar Schools with Hungarian as the Language of Instruction in the Nitra Region of Slovakia: Institutional Practices and School Leaders’ Perspectives

Summary/Abstract: The study focuses on the internationalisation of two grammar schools in Slovakia where Hungarian is the language of instruction and examines how school leadership interprets its significance, goals, organisational conditions, and limitations. The re¬search is based on a qualitative approach and two case studies built on semi-struc¬tured interviews with school principals. The collected data were analysed using the¬matic analysis supported by MAXQDA software. The analysis revealed that, in the examined schools, internationalisation is not understood merely as a set of mobility and projects, but as part of a broader pedagogical and institutional orientation. The main goals of internationalisation include the development of language competences, cultural openness, civic awareness, students’ talents, and teachers’ professional development. Multicultural education also plays an important role, and in a minority context, the reflection on multi-layered identity is likewise significant. The findings fur¬ther indicate that the success of internationalisation activities depends on the quality of their organisation, the human and linguistic preparedness of the school, the stability of partner networks, and the availability of financial resources. The main limitations in-clude the administrative burden, organisational demands, the need for pre-financing, and the teachers’ uneven language proficiency. The study confirms that internationalisation at the secondary school level can serve as an important tool for pedagogical innovation, the development of an open school culture, and the strengthening of the European dimension of education.

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