Better Internet for Kids

Here, we take an in-depth look at the latest monitoring information for Hungary.

BIK policies

Policy design asks whether evidence and research support BIK-related policies and whether systems are in place for monitoring and evaluating those policies.

Policy frameworks

Policy frameworks describe the overarching approach for a better internet, and establish the underlying goals, principles and guidelines that shape individual policies within this area.

In Hungary:

• This topic is comprehensively addressed with children’s online protection, digital empowerment and digital participationincorporated into national/regional laws, regulations and policies.
• There are separate, dedicated policies which address the topic of children and the digital environment (protection, empowerment, and participation).
• The BIK / BIK+ strategy has not influenced national policies on children and the environment
• National/regional policies and policy documents explicitly recognise children's rights in the digital environment.

Read the full Policy monitor country profile for detailed information on key national policy frameworks in Hungary.

Policy design

Policy design asks whether evidence and research support BIK-related policies and whether systems are in place for monitoring and evaluating those policies.

• There is a regular (e.g., annual or bi-annual) nationally representative survey specifically focused on children’s digital activity, which informs national policies on this topic.
• Systems are in place at the government level to gather information on children and the digital environment (e.g., dedicated research units, think tanks or commissions).
• Existing national research funding is available for research on children and the digital environment but this is not explicitly specified.
• Policies undergo systematic and regular monitoring and evaluation to assess the effectiveness of actions in different contexts and to take account of new technologies or emergent risks.

Read the full Policy monitor country profile for detailed information on recent national research studies in Hungary.

Policy governance

Policy governance examines how policies are coordinated at the governmental level, whether other implementation bodies are involved in their delivery, and whether structured mechanisms are available to guide their implementation.

• The lead ministry, public agency or regulatory authority is an informal arrangement depending on the requirements at a particular point in time.
• A clearly defined coordination function is in place, involving all relevant stakeholders and encompasses the cross-cutting policy issues relating to children and the digital environment.
• There is a defined national action plan on children and the digital environment with accountabilities such as defined timelines, assigned responsibilities or key performance indicators (KPIs).

Read the full Policy monitor country profile for detailed information on key policy governance mechanisms in Hungary.

Stakeholder involvement

Stakeholder involvement enquires how different stakeholders can participate in policy development. Children’s involvement in policy-making is one such key issue. Additionally, international knowledge exchange about children's digital participation is also relevant to this topic.

• Various ad hoc multistakeholder groups exist across different branches of government, in which stakeholders may contribute to policy deliberation and development.
• Members of the public are regularly and routinely consulted as part of the policy development process.
• Policy makers actively participate in various EU-level and other international inter-governmental groups related to digital policies for children.

Read the full Policy monitor country profile for detailed information on crucial stakeholder involvement mechanisms in Hungary.

BIK+ actions

Pillar 1 – safe digital experiences

Safe digital experiences refer to actions taken to protect children from harmful and illegal online content, conduct, contact, and risks as young consumers and to improve their well-being online through a safe, age-appropriate digital environment created in a way that respects children’s best interests. 

Responses to EU laws

• In Hungary, pursuant to Article 110 (i) of Act CLXXXV of 2010 on Media Services and Mass Communications, the National Media and Infocommunications Authority (NMHH) is the designated competent authority, i.e. the powers of the digital service coordinators as set out in the Digital Services Act (DSA) are exercised independently by the NMHH. In addition, Act CIV of 2023 on certain rules for Internet intermediary services was published on 22.12.2023.

Addressing harmful online content

• The Internet Hotline (IH) is a legal advisory service operated by the NMHH since 2011 as a public interest service, working to make the internet a safer place. Online content can be reported to the IH if the reporter suspects that it is illegal or harmful to the development of minors.
• The Hungarian Competition Authority has produced guidelines on influencer marketing.

Addressing harmful online conduct

• IH's experience shows that the abuse of intimate images is a serious problem reported by many people: adults, children, both males and females. It causes serious psychological harm to reporters, regardless of age. In case a minor is involved in an intimate image abuse case, it is possible that the content may constitute child pornography. In such cases, IH cooperates with its most important cooperating partner, the Hungarian law enforcement agency. Reports of child pornography are prioritised and are dealt with within one working day.
• According to Section 204 of the Criminal Code, content that depicts a person - including the realistic representation of a person or persons who do not exist - under the age of 18 in a position or pose that may arouse sexual desire in others and that is intended to depict sexuality for its own sake is considered child pornography.
• Regarding cyberbullying, the Digital Child Protection Strategy of Hungary supports the creation of an aware and value-based online environment so that rules and policies to protect children are enforced more accurately than ever before.
• The booklet 'Restorative Handling of Offences in School Education Institutions' ('Resztoratív sérelemkezelés a köznevelési intézményekben'), which was sent to all schools, contains a detailed description of the recovery techniques that can be used in offenses.

Age verification and digital identity systems

• There are no age verification and digital identity systems in place on the national level.

Pillar 2 – digital empowerment

Digital empowerment incorporates actions so that all children, including those in vulnerable situations, acquire the necessary skills and competences to make sound choices and express themselves in the online environment safely and responsibly.

Supports in formal education

• In 2020, a new subject called Digital Culture was introduced in the National Core Curriculum instead of Informatics. It is a compulsory subject from 3rd to 11th grade. One dedicated aim of Digital Culture is to give such skills and strengthen pupils’ awareness of being a conscious computer and internet user as an individual and as a member of the society.
• The assessment of digital culture is currently in development as a part of the National Assessment of Basic Competences (which has been administered in digital format since the 2021/2022 school year). The new measurement area is focusing on the digital skills of pupils.
• With the help of the "DigiMini" research series launched as part of the SmartKindergarten (OkosÓvoda) programme, the monitoring of the smart device usage habits and behaviour of the preschool and kindergarten age groups takes place, as well as of the needs and attitudes of institutions and teachers regarding digital technology, its application, and the attitudes of the youngest children and the professionals who work with them.
• Digital codes of ethics/guidelines in vocational institutions: Teachers and school staff are responsible for providing appropriate supervision and direction during activities in the digital space. Other examples could be digital codes of ethics or guidelines developed by educational institutions to help students use online tools and platforms responsibly and safely. Such policies may aim to prevent digital bullying and encourage positive online behaviour.
• The Innovative Training Support Centre (IKK) operates a system of continuing education for trainers, in which available training programmes contribute to the continuous renewal of trainers; professional knowledge and competences, thus increasing the quality of professional education.
• The Hungarian police run several school programmes covered by internal instructions. The curricula cover various subjects including safety on the internet.

Informal education

• Gyerekaneten.hu (ChildOnTheNet) is a webpage launched by the National Media and Infocommunications Authority (NMHH) in 2020. It primarily supports adults (parents, teachers, etc.) in getting acquainted with their children's digital world. The page contains articles about the various concepts of the digital world, explanations of slang and emojis used online, articles by experts on various current topics related to the safer use of the internet, freely downloadable publications, guidebooks and handbooks for parents (e.g., on video gaming or parental control) and much more.
• The Magic Valley Media Literacy Education Centres (Bűvösvölgy Médiaértés-oktató Központok) were established by the National Media and Infocommunications Authority (NMHH) to help children and young people develop digital skills and literacy. The centres are vital places for digital empowerment and digital education of children and young people in Hungary.
• The “NETMENTOR” Peer Mentoring Programme is aimed at developing children’s digital consciousness by using the peer effect, i.e., to call attention to the advantages and safe use of internet through a peer person (from student to student). In the program, high schoolers are trained, who - after finishing the course - will go to their school or primary schools to give lessons about digital media use, data privacy, cyberbullying, etc., and mentor younger kids.
• For vocational education and training, the overarching goal is to provide students with the highest level of education in terms of digital skills. This should apply in theoretical aspects and practical training, wherever and whenever feasible, utilising digitalisation when relevant. VET Strategy 4.0 plays an important role in increasing economic competitiveness and modernising the labour market. Digitisation, automation and the use of technology in education enable students to acquire relevant skills and knowledge to effectively adapt to workplace challenges.

Pillar 3 – active participation, respecting children’s rights

Active participation, respecting children’s rights, refers to actions which give children and young people a say in the digital environment, with more child-led activities to foster innovative and creative safe digital experiences.

Active participation

• Young people are represented by their elected representative on the Education Strategy Round Table with one person. The Board is a consultative and advisory body on strategic issues affecting public education. There is also an independent National Student Council, composed only of student representatives elected by pupils in ascending order.
• Pupils elect their representatives through a grassroots system of student parliaments, and put forward their proposals to policy makers through their representatives. Each year, school student council forums and county student parliaments are organised.
• The Hintalovon Child Rights Foundation (ECPAT Hungary), established in 2015, aims to ensure that adults take into account the views and the interest of children in all areas of life. The programmes of the foundation include the following: Child Rights Pro Bono Clearinghouse, providing free legal aid services; Child Participation programme, which aims to develop and implement meaningful ways of child participation; and the NEMECSEK Programme for the safety of children at schools, in sport and in other environments.

Inclusivity

• In 2014, the National Media and Infocommunications Authority in cooperation with the Hungarian foundation of SOS Children’s Villages International, launched a programme of visits to the Children’s Villages and youth centres, offering playful activities and games facilitating the discovery of the possibilities and the potential risks of the Internet to children aged 6 to 18 and young adults aged 18 and above, who live in the Villages without their biological families, have lower-than-average self-confidence and are thus more vulnerable in the digital world.

Digital creativity

• Digital Community Creative Workshops: Hungarian Vocational Education and Training Centres (VET Centres) set up 60 Digital Community Creative Workshops nationwide, out of which 45 are already open/operational. In these workshops, any pupil may get acquainted with IT planning, programming, robotics, 3D modelling, 3D printing and many other, more ’traditional’ metal, wood and light industrial materials.

Read the full Policy monitor country profile for some best practice examples from Hungary.

BIK+ index 2024: Hungary

The BIK+ index has been developed to provide an aggregated at-a-glance overview of the levels of implementation across the two dimensions, BIK policies and BIK+ actions, in Hungary compared to the EU27+2 average. Values are shown in per cent.

Please note, the data used in this page and the corresponding country profile was collected in February 2024.