Background and introduction: The East and Southeast Asian newly industrialized economies have shown spectacular economic development by their export-oriented development policies during recent decades, which resulted in not only economic wealth but enabled them to be technology exporters and investors. Their products, their flagship brands today are well-known and recognized throughout the world. It is not surprising that the Hungarian government—by its Hungarian Eastern Opening strategy—intended to focus on these economies, even though that with most of them there were intensive and broad co-operation in the fields of business, investment, culture, education and tourism. The new strategy gave a focus on increasing the diplomatic and trade relationship with the wider region, new embassies and trade representation offices were opened or re-opened in several locations with the view of intensifying the business and the people-to-people contacts. Even though the pandemic of Covid 19 and the energy crisis caused disruption in international trade, it can be said the trade and investment relations with these economies have still been growing, especially on the import side. The prospects of the growth of Hungarian exports to these destinations are modest which is hindered by the huge geographic distance, the peculiar consumer preferences, the merely different market conditions and the sharp competition. Objective: The aim of this paper to illustrate by statistical figures the state of the trade and investment relations between Hungary and the Republic of Korea, Taiwan, Singapore and Thailand. Methodology: Bibliographic and data analysis, focusing on the relevant international and Hungarian literature and databases, especially the trade and investment statistics of the Hungarian Central Statistical Office (HCSO/KSH).

This study focuses on the improvement strategy of information technology application ability of science education teachers and students under the background of informatization. Firstly, the current status of informatization of science education and the importance of the information technology application ability of teacher training students are analyzed. Subsequently, the promotion strategies were discussed, including curriculum design and implementation, teacher training and development, provision of practice environment and conditions, and construction of evaluation mechanisms. These strategies are expected to systematically improve the information technology application ability of teacher training students and provide effective support for the development of science education. However, these strategies also need to be tried and refined in practice to adapt to the development needs of information technology and science education.

With the continuous development of education, the double reduction policy has gradually become the focus of educators. Especially for junior high school mathematics classrooms, there is an indelible connection between whether students can learn mathematics well and whether classroom teaching is effective, and the effectiveness of the classroom is often related to factors such as students' stress level. Therefore, as a qualified junior high school mathematics teacher, it is necessary to carefully do pre class work in daily teaching and research practice, design different forms of teaching and research plans under the double reduction policy, establish a unique learning atmosphere for students, and improve their core mathematical qualities. This article proposes corresponding solutions and strategies on how to carry out mathematics classroom teaching under the double reduction policy.