University of Library Studies and Information Technologies

Learning technologies powered by artificial intelligence (AI) are swiftly transforming the world of adult education due to their adaptive feedback, customized paths of content and ongoing, on-demand assistance. Although it is often touted that such tools are universally helpful, the experience of adult learners with AI depends on specific psychological and contextual determinants, especially on the self-efficacy and motivation. The paper investigates the impact of AI-based learning tools on the beliefs of adult learners in terms of their perceived capacity to complete the task of learning as well as whether they can maintain their engagement in the process. The conversation is based on the recent findings, which put the emphasis on the importance of personalization, digital literacy, and user perceptions of the utility and trustworthiness of AI. The research paper points out that AI-based learning technologies can enhance self-efficacy among the adult learners, allowing the achievement of mastery experiences through instant feedback, scaffolding of complex tasks, and enhancing the online learning confidence of the learners. Expectancy-value beliefs that reinforce the expectation of persistence are promoted by motivation that improves when adult learners feel that AI can be useful, goal-oriented and relevant in relation to the real world. Nevertheless, as well as barriers to the efficiency of AI tools, unequal access, low digital literacy, and the digital divide are distinguished in this paper and may result in frustration and disengagement. The notion of explainability also becomes a critical aspect since AI tools might not be accepted or trusted by adult learners in cases when the decision of the system is not clear. The paper sums up by finding that AI-assisted learning technology would be capable of having a meaningful positive effect on self-efficacy and motivation in adult education, provided by equitable access policies, open system design, and instructional strategies that promote the growth of autonomous competence, as opposed to over-dependency. These results indicate that psychological preparedness and digital inclusion are critical aspects of AI integration which adult learning programs should consider in order to deliver sustainable learning results. Keyword141s: Adult learners, self-efficacy, motivation, AI-supported learning tools, personalized learning, digital literacy, digital divide

Psychological reification refers to the communicative process by which dynamic men- tal experiences are linguistically transformed into rigid, seemingly objective “things.” Although widely discussed in philosophy, sociology, and linguistic critique, reification has not yet been systematically examined as a communication-based process within clinical psychology and psy- chotherapy. This article proposes psychological reification as a transdiagnostically relevant phe- nomenon that emerges in self-descriptions and interpersonal communication and can also occur within the therapeutic relationship. It operates as a linguistic-cognitive mechanism that can fos- ter rigid self-images, restrict psychological flexibility, and hinder change processes. From this perspective, reification is understood not merely as an individual cognitive distortion, but as a communicatively mediated mechanism shaped by linguistic conventions and shared informational frameworks. Methodologically, the article is based on a theoretical-conceptual and language-an- alytical approach that systematizes forms of psychological reification and illustrates them through selected clinical examples. The aim is to situate psychological reification within the field of com- munication and information processes in mental health contexts and to demonstrate its relevance for identifying and deconstructing dysfunctional meanings in psychotherapeutic communication. Keywords: psychological reification; communication processes; information structuring; transdi- agnostic approach; psychotherapeutic communication.

The development of bistatic noise radars is a promising contemporary direction in the field of radar technology. Two novel approaches are proposed in this study as further development of existing methods for their design. The first approach involves using a quantum-generated random number sequence for phase manipulation control, which is practically infinite in duration. This ensures additional electronic protection of the radar, since the phase manipulation control code will not repeat regardless of the duration of its operation. The second approach is related to the introduction of synchronized emissions from both antennas in a manner ensuring equality or controlled difference of their signals upon arrival at a predetermined point in space. This enables the formation of a controlled electromagnetic field. As a result, received-signal processing capabilities are improved, while additional electronic “stealth” is achieved by creating a fictitious electromagnetic center of the radar’s resultant radiation (i.e., an effective RF phase center of the resultant emission) and complicating the determination of antenna locations. A block diagram and general algorithm for information processing of a bistatic radar with quantum-generated noise phase manipulation and non-directional antennas are proposed in this study.

The present study examines the unusual bibliographic characteristics of a Bulgarian edition from the late 19th century. In terms of content, the book belongs to the genre of pilgrimage travel literature, designed to assist pilgrims (hadjis) journeying from the Bulgarian lands to the holy sites in Jerusalem and Palestine. Its practical orientation largely compensates for the navigational challenges laypeople might encounter during the arduous journey to the Near East. Furthermore, the realization of such a work addressed a significant lacuna in Bulgarian literature, as contemporary reference guides on the subject were notably absent toward the end of the century. The primary feature that renders this book remarkable from both a bibliographic and scholarly perspective is its place of publication: Jerusalem. The geographical scope of the retrospective national bibliography does not typically account for Bulgarian publishing or literary activity in this region, neither before nor after the Liberation. “A Guide to the Holy Places in Palestine” is absent from the standard reference apparatus of the Bulgarian book and is virtually non-existent in the holdings of Bulgarian libraries. Beyond being a precedent regarding its place of publication, the guide contains several unreliable bibliographic elements that cast doubt upon its overall authenticity.

This article analyzes how realism and liberalism explain current geopolitical conflicts, focusing on Russia’s full-scale invasion of Ukraine in 2022. Liberal theories emphasize that economic ties, international institutions, and shared democratic values deter war. Recent geopolitical events raise doubts about these assumptions, as they have not stopped major powers from using force. Applying a structured comparison of liberalism and realism and a case study, this article explores how each theory interprets state motivations and strategic choices. This analysis finds that liberalism falls short in explaining why economically connected states embedded in international institutions still initiate costly military aggression when political leaders believe their security or power interests are threatened. In contrast, realism gives a clearer explanation by referring to international anarchy, spheres of influence and relative power. The study concludes by recommending an integrated approach that combines realist components of power dynamics with liberal ideas of institutional cooperation.