All participants expressed that following technological developments specific to their fields of interest was something that they enjoyed doing. Teachers who more recently (four years prior to the interviews) graduated from master’s programmes expressed that ICT courses were part of their university training. Magdolna’s training (11 years earlier) already involved an ICT course, but it was mainly concerned with databases, and she expressed that she had not understood why they had to deal with them in the first place. Albert and Erika had transversal ICT courses as part of their EFL teacher education programmes where they learnt about some technological possibilities, but the course, combined with their general interests in technology, rather contributed to shaping their attitudes towards the importance and possibilities of inclusion in their future teaching practices. Additionally, Erika’s interest grew from her hobby, designing webpages, and Magdolna learnt a great deal from her years as a language school-teacher because the language school she worked for invested in and offered e-learning courses for students through a complex LMS system, the problem of which was that the instructors could not design, only use already made exercises.

4.4.2.1 Discussion. The participants expressed that their most effective way of self-development was looking for and trying out new digital possibilities from various sources. It is perhaps not surprising that those developmental opportunities that have little or no connection with the context of the instructors are usually abandoned by them (Lim, 2002; McDougall & Jones, 2006; Vygotsky, 1978), as mentioned by Zsombor and Richárd when elaborating on their Coursera and MOOC learning experiences. However, those training opportunities that were in connection with the individual’s context (such was the case with Evelyn), or those that offer a selection of digital tools with descriptions teachers can use as idea sources (e.g., Erzsébet’s case) prove to be more useful because they manage to bridge availability and meaningful use. This suggests that both teacher education, teacher training and informal professional development within departments should target teachers’ subject-specific technological knowledge development more specifically (Dringó-Horváth & Gonda, 2018, Fekete & Divéki, 2022; Jung, 2005; Öveges & Csizér, 2018).