The Tiszatenyő Szent István (Saint Stephen) Primary School is located near Szolnok, about 120 kilometres from Budapest. At first sight, it is clear that its construction was guided by a child-centred and community-oriented pedagogical approach. The building simultaneously preserves local cultural heritage and represents the expectations of contemporary education.

Its spacious classrooms are filled with natural light and healthy ventilation ensures a good indoor climate. The furniture can be flexibly rearranged: desks and chairs can be set up for frontal teaching, group work or individual learning. The corridors are not merely passages, but learning and community spaces, where alcoves and seating corners invite children to play together or to find a moment of reflection.

Our school has always been about making everyone feel at home.

– said Éva Tóth, the school leader.

Learning can only be successful if children feel safe, accepted and inspired.

Spaces shaped by the community

The teaching staff consists of only 13 members, yet the power of collective decision-making is especially visible in this small-scale community. Teachers discuss all professional and organisational questions together, and the shaping of spaces is also a reflection of this democratic approach.
Each class has its own classroom, and its furnishing and atmosphere are decided by the pupils and their class teacher. As a result, classrooms differ in mood depending on the community that inhabits them. The corridors and common areas are also decorated collectively, with children’s drawings, graphics and quotations covering the walls.

Although the flooring or the lighting may be the same, stepping into each classroom feels completely different.

– explained István Kun, geography and art teacher.

It is the children’s work and the choices of the class that give the room its unique character.

The atrium has a particularly important role. It is not merely a circulation area, but the central community space where celebrations, events and everyday meetings take place. The school rules prescribe that pupils should not stay in classrooms during breaks, but spend this time in the atrium. This strengthens community life, peer connections and shared learning.

Renovation and innovation: rethinking functions

Although the building was inaugurated in 2001, the school has not been stuck in the past. A few years ago, it underwent a significant renovation during which several classrooms were redesigned to meet modern pedagogical needs.

The former science lab, once hindered by fixed furniture that blocked collaboration, has been transformed into a modern IT and robotics lab. The merging of the school library and the village library created a common library zone that can be used for learning, community programmes and leisure activities alike.

The materials and colour palette of the building create a calm and welcoming atmosphere. Biophilic elements, greenery and abundant natural light contribute to well-being. Acoustic solutions and ergonomic furniture further support everyday teaching and learning.

Every change here is born collectively

– added the school leader.

Not out of external pressure, but because we see what the children really need.

The space of experiential learning

A During the study visit, it was clear to the partner teachers that Tiszatenyő Saint Stephen Primary School strives to make learning an experience. The walls are decorated with children’s artwork linked to seasons or current events.

The classroom layout is not fixed: teachers adjust the arrangement of desks according to the curriculum and pupils’ needs. Projects exhibited in the common spaces and play corners along the corridors all reflect the school’s commitment to pupils’ active participation and creativity.

For the children, learning is not only a task, but an adventure.

– shared the interviewer.

Every detail of the school communicates: you are important here, your voice matters.

Digital and pedagogical tools

The school puts emphasis not only on traditional pedagogical values, but also on digital innovation. Interactive panels, desktop robots, movement-development sets and digital devices are all available. These are not simply technological gadgets but are integrated organically into teaching methods.

Teachers also support development with subtle techniques: pictograms on walls, performance portfolios or motivational posters. Pupils are required to leave their classrooms during breaks, which encourages physical movement and strengthens social bonds.

Digital tools do not replace the work of the teacher, they enrich it.

– stressed István Kun.

In the robotics and IT lab, children experience science as both play and discovery.

Multifunctional community spaces

The central atrium is the heart of the school. Beyond everyday use, it serves as the venue for celebrations and community events. The space can be easily rearranged, becoming a stage, exhibition area or a playground.

Pupils and teachers decide together how to use the space, and this autonomy strengthens their connection to the school. Community life is thus not directed from above, but emerges naturally from within.

As one study visit participant noted:

In the community space I felt as if I had entered the living room of a large family. It is bright, homely and open to everyone.

Conclusion: a school that sets an example

The example of Tiszatenyő Saint Stephen Primary School reminds us that the learning environment is not merely a background but an active shaper of the pedagogical process. Democratic decision-making, flexible spaces, the conscious use of digital tools and the community-based rules all contribute to the fact that this school is simultaneously a home, a community and an inspiring place for learning.

Our school is small, but that is what makes it special

– summed up the school leader.

Behind every change you can find the children’s voices, the creativity of teachers and the strength of the community.

Partners

• Magyar Digitális Oktatásért Egyesület (Hungary – co-ordinator)
• IAL Toscana Innovazione Apprendimento Lavoro srl. Impresa Sociale (Italy)
• Previform – Laboratório, Formação, Higiene e Segurança do Trabalho, Lda (Portugal)
• Learnitect Design Kft. (Hungary)

Project duration: 1 September 2023 – 31 August 2025

Grant amount: EUR 60,000

Grant Agreement No.: 2023-1-HU01-KA210-SCH-000152699

LEARNITECT – Az innovatív tanulási tervezés és inkluzív tanulási terek találkozása c. projekt (Hungarian)

LEARNITECT – Meeting of innovative learning design and inclusive learning spaces (ENG)

Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

GA Nr.: 2023-1-HU01-KA210-SCH-000152699.

With the main partner of the project, the Hungarian Association for Hungarian Digital Education, and with partners Learnitect Design Ltd (Hungary),  Previform Lda (Portugal) IAL Toscana carries out the project activities, financed by Erasmus Plus programme.