[Angyal, S. (2018). Hétköznapi hősök nevelése: vállalkozóképesség fejlesztésének lehetősége gyermekkorban [Educating ordinary heroes: An opportunity to develop entrepreneurship in childhood]. Manuscript, Hungary: Országos Diákköri Konferencia.]Search in Google Scholar
[Angyal, S., & Hercz, M. (2019). Hétköznapi hősök nevelése: vállalkozóképesség fejlesztésének lehetősége gyermekkorban [Educating ordinary heroes: An opportunity to develop entrepreneurship in childhood]. In Vitályos, G. (Ed.), Mester és tanítvány [Master and disciple] (pp. 10–16). Budapest: Eötvös Loránd University, Faculty of Education.]Search in Google Scholar
[Apple, Inc. (2008). Apple classrooms of tomorrow – Today learning in the 21st century. Cupertino, California: Apple Inc.]Search in Google Scholar
[Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.]Search in Google Scholar
[Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.]Search in Google Scholar
[Bruner, J. S. (1996). The culture of education. Cambridge, MA: Harvard University.10.4159/9780674251083]Search in Google Scholar
[Boud, D., & Feletti, G. I. (Eds.). (1997). The challenge of problem-based learning (2nd ed.). London: Kogan Page Limited.]Search in Google Scholar
[Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. doi: 10.3316/QRJ090202710.3316/QRJ0902027]Search in Google Scholar
[Corbin, J., & Strauss, A. (2011). The basics of qualitative research. Thousand Oaks: Sage Publications Inc.]Search in Google Scholar
[Claxtron, G. (2013). What is the point of school? Rediscovering the Heart of Education. New York: Oneworld Publications.]Search in Google Scholar
[Claxtron, G. (2017). Learning power, teaching attitude. TEDxNorrkopingED. Retrieved from https://www.youtube.com/watch?v=JxWybvns1jg&t=56s]Search in Google Scholar
[Csapó, B. (2012). Goals of learning and the organization of knowledge. In Leutner, K. E., & Kenk, D. M. (Eds.), Kompetenzmodellierung. Zwischenbilanz des DFG-Schwerpunktprogramms und Perspektiven des Forschungsansatzes [Competency modeling. Interim balance of the DFG priority program and perspectives of the research approach] (pp. 12–27). Weinheim. Basel: Beltz, Zeitschrift für Pädagogik, Beiheft.]Search in Google Scholar
[Creswell, J. W. (2009). Research design qualitative, quantitative and mixed methods approaches. Thousand Oaks: Sage Publications.]Search in Google Scholar
[Erikson, E. H. (1963). Childhood and society (2nd ed.). New York: W. W. Norton.]Search in Google Scholar
[Fedosejeva, J., Boče, A., Romanova, M., Iliško, Dz., & Ivanova, O. (2018). Education for sustainable development: The choice of pedagogical approaches and methods for the implementation of pedagogical tasks in the anthropocene age. Journal of Teacher Education for Sustainability, 20(1), 157–179.10.2478/jtes-2018-0010]Search in Google Scholar
[Feldman, D. H. (1999). A developmental evolutionary perspective on gifts and talents. Journal for the Education of the Gifted, 22(2), 159–167.10.1177/016235329902200205]Search in Google Scholar
[Ferkel, K. M. (2020). Hétköznapi hősök nevelése: szociális kompetenciafejlesztés gyermekotthonban [Learning educating ordinary heroes: Developing social competence in an orphanage]. Thesis manuscript, ELTE TÓK. Budapest: ELTE TÓK.]Search in Google Scholar
[Francis, T., & Hoefel, F. (2018). ‘True Gen’: Generation Z and its implications for companies. The influence of Gen Z – the first generation of true digital natives – is expanding. McKinsey & Company.]Search in Google Scholar
[Fülöp, M. (2019). Teaching citizenship in Hungary. In Davies, I., Evans, M., Fülöp, M., Kiwan, D., Peterson, A., & Sim, J. B.-Y. (Eds.), Taking action for change: Educating for youth civic engagement and activism (pp. 44–51). York: University of York.]Search in Google Scholar
[Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York City: Basic Books.]Search in Google Scholar
[Gliner, J. A., Morgan, G. A., & Leech, N. L. (2017). Research methods in applied settings. An integrated approach to design and analysis. New York, NY: Routledge.]Search in Google Scholar
[Heasly, B., Lindner, J., Iliško, Dz., & Salīte, I. (2019). Editorial. Discourse and Communication for Sustainable Education, 10(2), 1–4.10.2478/dcse-2019-0012]Search in Google Scholar
[Heasly, B., Lindner, J., Iliško, Dz., & Salīte, I. (2020). From initiatives, to insights, to implementation of the sustainability and securitability agenda for 2030. Discourse and Communication for Sustainable Education, 11(1), 1–4.10.2478/dcse-2020-0001]Search in Google Scholar
[Hercz, M. (2019). YouKids – social entrepreneurship programme for kids. In Davies, I., Evans, M., Fülöp, M., Kiwan, D., Peterson, A., & Sim, J. B.Y. (Eds.), Taking action for change: Educating for youth civic engagement and activism (pp. 47–48). York: University of York.]Search in Google Scholar
[Igel, C., & Urquhart, V. (2012). Generation Z, meet cooperative learning. Middle School Journal, 43(4), 16–21. doi: 10.1080/00940771.2012.1146181610.1080/00940771.2012.11461816]Search in Google Scholar
[Johnson, L. F., Smith, R. S., Smythe, J. T., & Varon, R. K. (2009). Challenge-based learning: An approach for our time. Austin, Texas: The New Media Consortium.]Search in Google Scholar
[Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67–73.10.1080/00405849909543834]Search in Google Scholar
[Józsa, I. (2019). Trash value challenge. Retrieved from https://ukidsplatform.eu/TrashValueChallenges/TrashChallengeHungary/tabid/1196/Default.aspx]Search in Google Scholar
[Kuhár, A., Bodnár, G., & Hercz, M. (2020). Be a Yes. Strengths treasure hunt. Presentation at Entrepreneurship with Citizenship Conference, January 20th, 2020. School of Education of Polytechnic of Porto, Porto.]Search in Google Scholar
[Lindner, J. (2019). Entrepreneurial spirit for the whole school – ways to become an e.e.si-Entrepreneurship School. Discourse and Communication for Sustainable Education, 10(2), 5–12.10.2478/dcse-2019-0013]Search in Google Scholar
[McAdams, D. P., & Palsh, J. L., (2006). A new big five: Fundamental principles for an integrative science of personality. American Psychology, 61, 204–217.10.1037/0003-066X.61.3.204]Search in Google Scholar
[Márföldi, N. (2020). Az érzékenyítés szociális kompetencia fejlesztésében rejlő lehetősé-geinek vizsgálata [Investigating the potential of sensitization in the development of social competence]. Thesis manuscript. Budapest: ELTE TÓK.]Search in Google Scholar
[Nichols, M., Cator, K., & Torres, M. (2016). Challenge based learner user guide. Redwood City, CA: Digital Promise.]Search in Google Scholar
[Piaget, J. (1983). Piaget’s theory. In Mussen, P. H. (Ed.), Handbook of child psychology, 4th Ed., 1, History, theory and methods. New York: Wiley.]Search in Google Scholar
[Sahin, M., Akbasli, S., & Yelken, T. Y. (2010). Key competences for lifelong learning: The case of prospective teachers. Educational Research and Reviews, 5(10), 545–556.]Search in Google Scholar
[Salīte, I., Mičule, I., Kravale, M., Iliško, Dz., & Stakle, A. (2007). Toward the sustainability in teacher education: Promise of action research. In Pipere, A. (Ed.), Education and sustainable development: First steps toward changes (pp. 263–292), 2. DU: Saule.]Search in Google Scholar
[Samuelsson, I. P., & Kaga, Y. (Eds.). (2008). The contribution of early childhood education to a sustainable society. Paris: UNESCO.]Search in Google Scholar
[Slušnienė, G. (2019). Possibilities for development of emotional intelligence in childhood in the context of sustainable education. Discourse and Communication for Sustainable Education, 10(1), 133–145.10.2478/dcse-2019-0010]Search in Google Scholar
[Szaszala, E. (2020). Testébresztő. A mozgás iránti attitűd fejlesztése szabadidős egyéni kihívásokra építve [Developing an attitude to movement based on leisure individual challenges]. Thesis manuscript. Budapest: ELTE TÓK.]Search in Google Scholar
[Takács, N. (2019). Views of primary school and kindergarten teacher students about lifelong learning. Raziskovanje v vzgoji in izobrazevanju [Research in education]. Ljubljana: Institute of Pedagogy, 67–81.]Search in Google Scholar
[Teufel, I. (2019). Holistic learning. Entrepreneur. Wien: IFTE.]Search in Google Scholar
[Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons.]Search in Google Scholar
[UKids (2018). Project webpage. Retrieved from https://ukidsplatform.eu/]Search in Google Scholar
[UNESCO (2014). Roadmap for implementing the Global Action Programme on Education for Sustainable Development. Paris: UNESCO.]Search in Google Scholar
[Ülavere, P. (2017). Value education in Estonian preschool child care institutions. Journal of Teacher Education for Sustainability, 19(1), 129–146.10.1515/jtes-2017-0009]Search in Google Scholar
[Vygotsky, L. (1962). Thinking and speaking. Cambridge: The M.I.T. Press.]Search in Google Scholar
[Walker, A., Leary, H., Hmelo-Silver, C., & Etmer, P. A. (Eds.). (2015). Essential readings in problem-based learning. West Lafayette: Purdue University Press.]Search in Google Scholar
[WEF (World Economic Forum). (2016). New vision for education: Fostering social and emotional learning through technology. Geneva, Switzerland: World Economic Forum.]Search in Google Scholar