AI and Digital Education Policy in Hungary, Poland, and Slovakia: A Bounded Document Analysis

AI-related governance in higher education is expressed through instruments with varying authority and scope. This qualitative comparative document analysis examines four national instruments and one university guideline relevant to Hungary, Poland, and Slovakia: a Hungarian higher-education amendment and national AI strategy, Poland's education digital-transformation policy, Slovakia's responsible-use education plan, and the University of Debrecen guideline. Five categories structure the analysis: governance and ethics, pedagogical integration, faculty support, infrastructure and access, and policy framing. Digital governance and policy-enactment perspectives inform interpretation; TAM and UTAUT serve only as sensitizing concepts. The documents demonstrate varied levels of specificity. Hungary's law establishes a higher-education review duty, national strategies and plans articulate broader priorities, and Debrecen's guideline allocates responsibilities to faculties and instructors. The comparison identifies formal commitments and framing, not implementation, faculty acceptance, or educational outcomes. It is a purposive, bounded sample and does not represent national policy systems.