Strengthening Teachers' Knowledge of Parental Involvement Through Board Game – An Example from A Hungarian School

Kocsis, Zsófia and Kelemen, Judit and Szilágyi, Edit and Pusztai, Gabriella (2026) Strengthening Teachers' Knowledge of Parental Involvement Through Board Game – An Example from A Hungarian School. International Journal about Parents in Education. (In Press)

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Abstract

There is a growing demand for experiential learning methods in teacher education. While the benefits of parental involvement (PI) are well established, Hungarian teacher training still lacks practical tools to prepare educators for building effective school–family partnerships. This study presents the development and pilot testing of K.Ö.SZ.I. (Communication and Harmony between Parents and School), a cooperative board game designed to raise awareness and foster competencies related to PI. The research was conducted in a North-eastern Hungarian secondary school using a mixed-methods approach: gameplay recordings, and structured observations. Findings show that although teachers value communication with parents to support student achievement, they are more hesitant to involve families in decision-making or community life. The board game fostered reflection, collaboration, and dialogue, surfacing implicit assumptions and promoting critical awareness. Results suggest that playful, structured tools like K.Ö.SZ.I. can enhance teacher professional development and help bridge existing gaps in parent–teacher collaboration training.

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