Educators’ Perceptions of AI and Climate Change in Hungary’s Vocational Education

Abstract

Artificial intelligence (AI) and climate change are two of the most pressing global challenges, significantly influencing vocational education and training (VET). This study explores how teachers in transport and logistics education in Hungary perceive the anticipated impacts of AI and climate change on their professional roles and the broader socioeconomic context. The research involved two samples: humanities teachers and vocational instructors from a VET center in Szekesfehervar using an online questionnaire. The survey assessed knowledge, attitudes, perceived risks, and openness to training related to AI and climate change. Results revealed mixed attitudes toward AI: while many teachers were open to its use, a large proportion, especially vocational teachers, viewed it as a security risk. In contrast, climate change elicited more consistent concern, with all vocational teachers agreeing on the need to prepare students for its effects. Generational differences were also observed, with Generation Y teachers showing more optimism toward AI and Generation Z teachers being more critical. The findings highlight the need for practice-oriented training programs that support AI integration and pro-mote sustainability education. With appropriate support, education can play a central role in addressing both technological and ecological challenges.