The technology sector in Hungary is undergoing a significant shift. As organizations across industries adopt advanced digital tools, the demand for professionals skilled in artificial intelligence and cybersecurity continues to rise. At the center of this development is the John von Neumann Faculty of Informatics (NIK) at Óbuda University, which has restructured its degree programs and research infrastructure to align directly with current industry requirements. Under the leadership of Prof. Dr. György Eigner, the faculty has expanded its program portfolio, invested heavily in laboratory modernization, and launched the university-wide AI Campus initiative.
How the Neumann Faculty Restructured Its Degree Programs
When Prof. Dr. Eigner assumed the role of Dean four and a half years ago, the faculty offered two bachelor’s and two master’s programs. Recognizing the gap between traditional curricula and emerging market needs, the leadership team initiated a comprehensive restructuring process. The objective was to pivot toward fields with the highest growth potential: artificial intelligence, cybersecurity, data science, and healthcare informatics.
Since then, the faculty has introduced four new master’s programs. The Cybersecurity Engineering master’s addresses the growing need for professionals who can protect organizational infrastructure against increasingly sophisticated threats. The Data Science program trains students in statistical analysis, machine learning, and large-scale data management. The Hospital and Medical Technology Engineering program bridges the gap between IT and healthcare systems. Most notably, the Artificial Intelligence IT master’s program, scheduled to launch in autumn 2026, was developed as a nationwide initiative and has already attracted an exceptionally high volume of applications.
At the bachelor’s level, the Computer Science Engineering BSc remains the faculty’s largest program. A new specialization based on the ‘Science Park’ concept has been developed to give students hands-on experience with applied research and product development. The Computer Science Engineering BProf (Operational Engineer) program is also undergoing curriculum updates to reflect current industry standards.
Recognizing that students arrive with varying levels of preparation, the faculty has also launched Pre-BSc, Pre-MSc, and Pre-PhD programs. These preparatory courses serve as entry points for students who need additional academic grounding before beginning full-degree studies. Upon successful completion, students can progress to any faculty or doctoral school within Óbuda University.
Infrastructure Investments Supporting Practical Training
Curriculum changes alone are insufficient without the physical and digital infrastructure to support them. Over the past several years, the Neumann Faculty has directed hundreds of millions of forints toward modernizing its laboratory facilities. Three dedicated cybersecurity labs have been established, providing students with controlled environments where they can practice threat detection, incident response, and security architecture design.
A new networking lab offers training in enterprise-grade network configuration and management. Perhaps most significantly, the faculty has developed a cloud-based digital infrastructure in partnership with HUN-REN SZTAKI (Institute for Computer Science and Control). This cloud environment gives students access to scalable computing resources that mirror what they will encounter in professional settings.
These investments reflect a core principle of the faculty’s approach: students should spend substantial time in laboratories from their very first semester. Rather than relying solely on lectures and theoretical exercises, the programs emphasize hands-on work with industry-standard tools and platforms.
The Role of Industrial Chairs and the ÓE HUB Platform
Bridging the gap between academia and industry requires more than updated labs. The faculty currently operates four industrial chairs, which facilitate direct collaboration with corporate partners on curriculum design, guest lectures, and internship placements. These partnerships ensure that the skills being taught align with what employers actually need.
Complementing the industrial chairs is the ÓE HUB platform, developed in conjunction with Óbuda University Nonprofit Ltd. This digital platform serves multiple functions: it organizes university life, functions as a job board, and acts as an alumni portal. It also integrates AI capabilities, allowing students to generate CVs with AI assistance while giving companies a controlled channel to reach university talent. This structured approach to recruitment benefits both students and employers by maintaining alignment with the university’s strategic interests.
The AI Campus Initiative at Óbuda University
Nearly two years ago, the Rector of Óbuda University requested that the Neumann Faculty lead the planning of a university-wide artificial intelligence transition. The resulting AI Campus program is not simply a set of technology courses. It represents a comprehensive organizational transformation designed to integrate artificial intelligence across education, research, and administration.
The guiding principle of the AI Campus is ‘testing first, then regulating.’ Rather than imposing top-down restrictions on AI usage, the program encourages experimentation and practical application. Ethical guidelines have been established, and the first chapter of university-level AI regulation has been drafted. The initiative involves collaboration across multiple organizational units, including the IT Office, the University Research and Innovation Center, the University Digital Learning Materials Office, and the Directorate General for Education.
Staff adoption of AI tools has been varied. Some employees have been quick to integrate AI into their workflows, while others remain cautious. To address this, the faculty is opening its introductory AI training—originally designed for students—to all university employees. The expectation is that seeing concrete examples of how AI can reduce administrative burden will encourage broader adoption.
Artificial Intelligence in the Curriculum: Collaboration Over Replacement
Prof. Dr. Eigner has articulated a clear position on how artificial intelligence should be taught: students must learn to collaborate with AI agents. This means developing the ability to construct precise prompts, define systems of expectations, and critically verify machine-generated output. The goal is not to make students dependent on AI, but to make them effective supervisors of AI systems.
To support this approach, the faculty is developing its own AI tools. The YOLO AI platform, for example, is being utilized for exam evaluation and course-specific chatbots. Additionally, an AI-supported methodology for curriculum design has been created to ensure that engineering content reaches students in formats that are pedagogically effective for Generation Z learners.
The dean views AI as a democratizing force in education, making knowledge accessible at lower cost. However, he emphasizes that students must invest active effort to learn from their interactions with AI, rather than passively accepting generated answers. Critical thinking and system-level oversight are presented as essential competencies in an AI-driven workplace.
Employment Outcomes and Market Demand
The practical focus of the Neumann Faculty’s programs has produced measurable employment outcomes. According to faculty surveys, approximately 60 percent of bachelor’s students are already employed by the time they complete their degrees. Among master’s students, employment is near universal. Graduates consistently secure some of the highest starting salaries in the Hungarian engineering market.
Employer demand is particularly strong in the cybersecurity, data science, and artificial intelligence specializations. The faculty conducts over 500 individual admission interviews for these master’s programs alone, reflecting the intensity of interest. Companies frequently seek to recruit students directly from the classroom, a trend the faculty aims to sustain through continued program development and industry partnerships.
Addressing the Social Implications of Artificial Intelligence
While much of the public discussion around AI focuses on extreme scenarios, Prof. Dr. Eigner has identified a more immediate concern: social segregation. He argues that the primary risk is not mass unemployment or a loss of human control, but rather a widening gap between those who have access to premium AI systems, quality education, and retraining opportunities, and those who lack these resources.
This perspective has direct implications for higher education. Universities, in his view, bear a responsibility to ensure that their graduates are not only technically proficient but also prepared for a labor market that is undergoing dramatic transformation. The emphasis on retraining and continuous learning is not a future consideration—it is a present necessity. Programs like the AI Campus and the expanded master’s offerings at the Neumann Faculty represent concrete steps toward addressing this challenge.
International Experience and Short-Cycle Mobility
International exposure remains a key component of the student experience at Óbuda University. However, the faculty has observed a shift in preferences. Because a significant proportion of students are already employed, traditional semester-long exchange programs are becoming less popular. Instead, short-cycle mobilities—intensive one- to two-week training programs in locations such as China and Nepal—have gained traction. These programs combine the appeal of international travel with rapid, focused skill acquisition.
The university’s leadership has invested considerably in expanding its international network, creating partnerships that all faculties and students can leverage. For IT students in particular, the ability to reference international experience on their resumes provides a competitive advantage in a globalized job market.
Building Soft Skills and Community in a Digital Age
The faculty has also recognized that technical skills alone are insufficient for long-term career success. The COVID-19 pandemic and generational shifts have contributed to increased introversion among students, a trend that is particularly pronounced in IT-focused programs. In response, the Neumann Faculty has introduced a structured soft skills curriculum.
During the first semester, students learn study methodologies and learning strategies. In the second semester, they are prepared for roles such as student demonstrators, live coaches, and peer tutors. These positions require communication, leadership, and mentoring abilities that complement technical expertise.
Student-led initiatives have also emerged. IT students have organized a book club, social events, and even volunteer visits to a nursing home. The faculty actively supports these initiatives, recognizing that a welcoming community environment contributes to both student well-being and professional development.
Future Plans: The Zsámbék Science and Innovation Park
Looking ahead, the planned Zsámbék Science and Innovation Park represents a major strategic investment for Óbuda University. While the physical infrastructure is valuable, the dean emphasizes that the park’s primary significance lies in the mindset it fosters. The goal is to enable more intensive, integrated collaboration with companies, incorporating business perspective, legal knowledge, and innovation-focused thinking alongside technical expertise.
The vision for the Science Park is that research conducted there will translate into market-ready products and software. Achieving this requires engineers who understand industrial logic, not just code and algorithms. The Neumann Faculty’s ongoing curriculum developments are explicitly designed to produce graduates with this broader skill set.
Evaluate Your Options for IT Education in Hungary
For prospective students evaluating IT programs in Hungary, the Neumann Faculty at Óbuda University presents a distinct profile: strong industry connections, continuous curriculum updates, and substantial investment in laboratory infrastructure. The combination of technical depth, practical training, and attention to soft skills addresses many of the gaps that employers frequently identify in recent graduates.
Schedule a free consultation to learn more about the admission requirements, available programs, and scholarship opportunities at Óbuda University. If you have questions about how these programs align with your career goals, write to us directly. Explore our related articles for further reading on cybersecurity trends and artificial intelligence education in Hungary. Share your experiences with IT education in the comments below.
