Yettel’s digital education programme, ProSuli, launched in the 2015/2016 academic year with five participating schools. At the outset, the aim was to provide schools with digital devices and stable, high-speed mobile internet, so that teachers and students could experiment with new educational opportunities. However, the experience of the first year quickly demonstrated that devices and internet connectivity alone are not enough. What proved far more important was their purposeful and professional use, alongside supporting and upskilling teachers. The everyday integration of digital solutions requires learning materials, methodological support, and well-trained educators.
Well-prepared young people or immediate retraining?
“Digital skills have now become a basic prerequisite for young people to successfully enter the labour market, and for employers not to have to immediately allocate corporate resources to retraining when hiring recent graduates. It makes a real difference whether new, creative and energetic employees require immediate upskilling, or whether their existing knowledge already enables them to create value from their very first days at work. In fact, well-prepared members of the younger generation may even be able to coach their older colleagues through their digital expertise,” said Judit Tőzsér, Corporate Communications Director at Yettel.
One of the most important lessons of the past ten years has been that the key drivers of digital transformation in education are not devices or internet access, but teachers themselves. By acquiring and passing on digital skills, educators can meaningfully develop their students’ abilities. As a result, the programme’s focus shifted toward teacher training, live and online workshops, and themed courses. ProSuli’s teacher training programme accredited by the Public Education Authority has already been completed by teachers in four-digit numbers, while several thousand educators have enrolled in its specialised online courses.
New challenges and opportunities emerging alongside technological advancement
The pace of technological development is significantly faster than people’s capacity to absorb it – be them adults, children, teachers, or parents. That is why it is important for sectors such as education to have stakeholders capable of narrowing this “widening technological gap”. The strength and purpose of the ProSuli programme lie in its flexibility, its understanding of digital education trends, and its ability to effectively translate these trends for the teaching community. As part of this approach, experimental virtual reality (VR) programmes were implemented in selected ProSuli schools, and extensive application usage guides were developed during the COVID period to support education forced into the online environment. Thanks to this responsiveness, robotics was also introduced as a complementary activity within the programme, and the course “Artificial Intelligence in Education” has already been delivered to teachers on five occasions.
Within ProSuli, robotics has grown from a pilot project involving 20 teams into one of Hungary’s largest competitions, now attracting 170 teams and culminating in a national final following regional qualifiers. Winning teams in the ProSuli robotics competition also qualify for the Robotex world competition: in previous years they travelled to Tallinn, while this year they earned the opportunity to compete in South Korea. Robotics in this context should not be imagined as a traditional programming club in the narrow sense. Thanks to its format, tools, and overall concept, it is much more of an engaging, playful activity that develops skills such as creative thinking, problem-solving, teamwork, and project-based planning – precisely the competencies that are becoming increasingly essential across a growing number of roles in the labour market.
The emergence of artificial intelligence (AI) has raised new questions in education: how can this suddenly available capability be used in a way that genuinely supports learning and teaching? Society was not prepared for the rapid spread of social media in the 2010s. Yet once devices and internet connectivity became widely accessible, the “social media phenomenon” quickly swept through younger generations, largely without meaningful safeguards or practical experience. Its positive and negative effects are still with us today. The emergence of artificial intelligence is comparable in many ways: it appeared suddenly, is now widely used by people of all ages, and society had no opportunity to prepare for its arrival in advance. If teachers use AI to generate exam questions while students use AI to find the answers, that is not a sustainable model. In order to help prevent negative effects similar to those associated with social media, ProSuli launched a free online AI training series for teachers as early as 2025, helping educators gain up-to-date knowledge and navigate the educational use of AI. There is also growing demand for support in facilitating “AI conversations” with young people.
“The most important question in digital education has not really changed over the past 10 years: how can we prepare students – through teachers – for a world that is changing faster than ever before? We expect AI-based educational methods, online collaboration, and programmes promoting digital awareness to play an even greater role in the years ahead. But the key priority remains ensuring that technology is transformed into real knowledge and practical skills for students – and well-trained, prepared teachers are essential to making that happen,” added Balázs Koren, Professional Lead of the programme.
More information about ProSuli: www.prosuli.hu
Photo: Judit Tőzsér, Yettel's Corporate Communications Director and Balázs Koren, Professional Lead of the Yettel ProSuli programme