Teaching community coordination in higher education - a turbulent context

Higher education has undergone significant changes over recent decades, primarily driven by technological advancements, societal transformations, and the ongoing evolution of economic demands. In the 21st century, globalization, digitalization across industries, and the rise of a knowledge-based economy have introduced entirely new requirements for education. Institutions must not only prioritize improving the quality of learning and enhancing teaching efficiency but also respond to labor market expectations and shifts in the social environment. Consequently, the professional development of university educators and educational innovation have become central themes in both academic discussions and policy frameworks. This transformation is especially visible in the field of community organizing education, which, in alignment with social changes, plays an increasingly important role in supporting communities, strengthening social cohesion, and promoting sustainable development. Educational institutions must recognize that future community organizing students will require new competencies: they must be proficient in digital technologies and intercultural communication, while the integration of theory and practice becomes a central focus. Meanwhile, the role of educators has fundamentally evolved in recent years. They are no longer merely transmitters of knowledge; they are facilitators, mentors, and coaches who, alongside imparting knowledge, support the personal development of students and their growth as community leaders. In this evolving educational landscape, educators must embrace new methods, such as project-based learning and hybrid teaching formats, which present both challenges and opportunities within the undergraduate program in community organization. This study aims to provide a brief insight into the changes in higher education and highlight the main dimensions that, in the authors' view, have had and continue to exert the greatest impact on the current community organization BA program at ELTE University, Budapest. The research relied on empirical data gathered through a focus group interview with five lecturers actively involved in the undergraduate program. Financial support for the study was provided by the National Institute of Public Education-Hungary as part of the 2024 Scientific Program of Public Education.