Abstract:

Teaching human anatomy to students of the Faculty of Biology remains a cornerstone of biological and biomedical education. In Ukraine, where universities function within a multilingual environment, delivering anatomy courses in Hungarian presents both a unique pedagogical challenge and an important instrument of cultural inclusion. This article explores the distinctive features of teaching human anatomy to Hungarian-speaking biology students, emphasizing methodological, linguistic, and didactic aspects of the process. The study examines how bilingual instruction influences the comprehension of anatomical terminology, students’ academic motivation, and their overall learning performance. Special attention is devoted to adapting scientific terminology, developing bilingual teaching resources, and establishing an effective system of terminological equivalence in anatomy. The use of digital technologies, visual aids, and 3D anatomical models is analyzed as a key factor in improving conceptual understanding among non-native speakers. The authors underline that teaching anatomy in Hungarian not only supports the preservation of national identity and facilitates the integration of ethnic minority students into the Ukrainian academic space but also fosters intercultural competence and internationalization of future specialists. It is concluded that developing anatomy education in minority languages requires maintaining a careful balance between linguistic adaptation and scientific rigor. Further advancement should focus on modernizing teaching materials, enhancing instructor training, and expanding the availability of Hungarian-language anatomy programs in Ukraine. These measures will help ensure both the quality and continuity of biological education for Hungarian-speaking students and reinforce Ukraine’s commitment to linguistic diversity in higher education 

Keywords: human anatomy, biology education, Hungarian language, teaching methodology, multilingual education. 

References:

1. Sapin, M. R. (2009). Anatomiya lyudyny. [Human Anatomy]. Kyiv. 

2. Shapoval, O. M. (2017). Anatomiya ta fiziolohiya lyudyny. [Anatomy and Physiology of Humans]. Kyiv. 

3. Ivanenko, V. S. (2021). Metodyka vykladannya biolohiyi u vyshchiy shkoli. [Methods of teaching biology in higher education]. Uzhhorod. 

4. Molyar, O. I. (2021). Bahatomovna osvita v Ukrayini: problemy ta perspektyvy. [Multilingual education in Ukraine: Problems and perspectives]. Uzhhorod. 

5. Kiss, P. (2012). Emberi anatomiya. [Emberi anatómia]. Budapest. 

6. Kovács, A. (2018). Pidruchnyky z anatomiyi uhorsʹkoyu movoyu v Tsentralʹniy Yevropi. [Hungarian language anatomy textbooks in Central Europe]. Budapest. 

7. Horváth, E. (2019). Vykladannya anatomiyi movamy menshyn: problemy ta rishennya. [Teaching anatomy in minority languages: Challenges and solutions]. 

8. Nagy, Z. (2020). Terminolohichni problemy v dvomovniy medychniy osviti. [Terminology challenges in bilingual medical education]. 

9. Pawlina, W., Drake, R. L. (2016). Anatomichna osvita: mynule, sʹohodennya ta maybutnye. [Anatomy education: Past, present, and future]. New York. 

10.Drak, R. L. (2014). Hlobalʹna perspektyva anatomichnoyi osvity. [A global perspective on anatomy education]. 

11.Smith, C. F. (2019). Vplyv virtualʹnykh navchalʹnykh seredovyshch na anatomichnu osvitu. [The impact of virtual learning environments in anatomy education]. 

12.Esteban, A., Climent, J. (2020). Innovatsiyi u vykladanni anatomiyi z vykorystannyam dopovnenoyi realʹnosti. [Innovations in anatomy teaching using augmented reality]. 

13.McBride, J. M., Drake, R. L. (2018). Dvomovna anatomichna osvita: uroky Kanady. [Bilingual anatomy education: Lessons from Canada]. 

14.Barchiy, I. E. (2020). Do 90-richchya Stepana Butsʹka. [To the 90th anniversary of Stepan Butsko]. 

15.Shmanko, P. I., Lendel, V. G., Shmanko, I. I. (2003). Khimiky Zakarpattya. [Khimiky Zakarpattia]. Uzhhorod.