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Abstract
The escalating security situation of the past decades, as well as the current war events, have brought the issue of food chain security to the forefront. Due to its vulnerability and its significant role in satisfying social needs, the protection of the food chain must be treated as a particularly important task. In the past century and a half, disagreements that are not yet wars in the traditional sense, but are specific forms of armed confrontation, have become increasingly dominant. Among them, the so-called low-intensity conflicts stand out, which represent political-military confrontation between states and/or social groups when the level of the conflict does not yet reach the level of war confrontation, but already exceeds peaceful competition (Lakner et al., 2012). The first decade of the 21st century is characterized by a mass of such low-intensity conflicts. However, today's Hungarian higher education lacks professional training for responding to emergencies, even though this should be of paramount importance! I began my research work by conducting expert interviews on what factors may play a role in the transfer of knowledge related to the management of emergencies. Subsequently, based on the expert interviews, I conducted a questionnaire survey among lecturers working in Hungarian higher education on what attitudes they have towards the transfer of knowledge related to preparing for emergencies. I divided the questions of the questionnaire into two groups: on the one hand, I explored the socio-demographic characteristics of the respondents relevant to my research, and on the other hand, I examined how they identified with the statements collected during the preliminary interviews. My research shows that a significant portion of the higher education staff surveyed agree in principle that emergency preparedness should be included in the training of agricultural professionals, but many believe that it is not necessary for this to be a priority for higher education development today. All this highlights that in recent years the higher education system has been more preoccupied with itself than with formulating responses to the new demands of a dynamically changing world. In my opinion, innovative, interactive, and experiential methods and cooperation between higher education institutions are needed in teaching this topic.