In our analysis, we follow the lines of research, the results of which prove that the teacher has a measurable effect on students' school careers and it is especcially true in more challenging school contexts (Bacskai, 2013, Sági et al., 2012). The students belonging to minority communities regarding special education are considered disadvantaged, and teachers have even a more significant role in this sense. Previous research has clearly demonstrated that minority communities have to cope with several difficulties and as a result, the attractiveness of local professions embedded in the national culture has been shaken (e.g., Takács, 2015).In such a situation it is necessary to examine the features of  future minority teachers. Our research aims to examine the mother tongue education of students in Transcarpathian teacher training education. In our research based on students surveys, we try to find out what the future is like concerning the teacher training education of Hungarian students in Transcarpathia. We wanted to know how the students in Hungarian education see the present and future of the minority teacher training, what the vision of present teachers about the future is like, and wheter they would like to work abroad or stay at home and work in  Hungarian-language public schools after graduation. We have also examined  the following questions: How does the Ukrainian crisis influence Hungarian-language teacher training in Transcarpathia?, Is there any change in student and staff engagement?, How can they cope with the decrease in the number of students?, What are  their plans for the future?,Is there a strategy they are working on to increase the number of students?  According to our quantitative and qualitative analysis, the selection process of students in teacher training education is significantly influenced by the family background, language medium, and many other local factors.Many students are considering the further education and finding a job abroad owing to financial and economic reasons.

The language of education in minority circumstances appears not only as a professional problem but also as a political, social and symbolic one. This is the situation in the neighbouring countries of Hungary concerning Hungarian minorities. While education in the mother tongue (first language) is among recognised needs on the secondary education level, the same argument is not so obvious on the higher education level. It is still debated whether higher education should be organised in a language other than the state language; is it necessary at all to have universities teaching in national languages or is it enough to have programmes in “the” world language (in English), the is language of instruction is of significance in higher education, and if yes, what is its role; what are the consequences of state language only or minority language only education on professional competencies, identity, language knowledge etc. of the minority academic elite; should other languages be present in university education and if yes, to what extent, in what ways.