A visual model of a methodology for using interactive and XR technologies in museums and galleries, based on Venn diagrams is presented. The results of an anonymous survey conducted among visitors (students and adults) to the interactive exhibition "Pythagorean Forest" are presented, related to the assessment of the impact of the authors works before and after the augmented reality (AR). With the help of the interactive files, step-by-step iterations can be observed in the author's works, parameters related to colors and shapes can be changed. The hypothesis that there is a statistically significant difference in the impact of the works and the provision of an experience before and after the AR was confirmed. Such interactive exhibitions, with educational content included, and elements of XR technologies, are suitable for curation in museums, galleries, art spaces, interdisciplinary forums, at school, in STEAM spaces, in the form of permanent and/or traveling exhibitions.
This study analyzes teachers’ attitudes and readiness to participate in a mentoring program aimed at developing research competence. The study was conducted through a survey among 30 secondary education teachers, examining attitudes toward mentoring, self-assessment of research skills, previous experience in pedagogical research, support needs, and barriers to participation. The data were processed using descriptive statistics and a χ² test of independence. The results show clearly expressed positive attitudes toward mentoring as a form of professional development (M = 4.00; SD = 0.64), but a lower self-assessment of research skills (M = 2.8; SD = 0.61). The lowest values were observed in data processing and results analysis, which indicates a need for methodological and statistical support. It was also found that 70% of the respondents had not participated in pedagogical research, while 53% expressed readiness to join a pilot mentoring program. No statistically significant relationship was found between the main stage of teaching and readiness to participate (χ² = 1.099; p = 0.577). The results obtained provide grounds to recommend the development of structured programs of the "Teacher-Researcher" type, based on methodological mentoring, statistical support and partnership between school and university.
STEM is in the focus of researchers and in recent years has taken over interdisciplinary research and international educational projects. Almost every school in Bulgaria has a STEM classroom, but the STEM environment cannot function without teachers' STEM competencies, curriculum content and the application of technologies in the digital school of the 21st century. Around the world, when planning school programs, the question of including integrated STEM in the classroom and beyond is raised. This raises important questions: Are teachers teaching STEM subjects ready to integrate curriculum content and do they know levels and technologies for educational integration? What are the STEM competencies of teachers for implementing integrated learning? This article attempts to answer these questions through theoretical research and a survey of 148 teachers teaching STEM subjects (mathematics, information technology, etc.). As a result of the theoretical analyses and survey results, a framework of STEM competencies for mathematics teachers for developing 21st century skills has been developed. The framework can be used as a diagnostic toolkit to measure teachers' skills in implementing STEM.
This article examines the digital educational environment as a role-organised pedagogical ecosystem in which students, teachers, parents and external stakeholders perform different but interrelated functions. The aim is to identify the conditions under which these roles can act in a coordinated way in support of student development without producing overcontrol, external pressure, weakening of teacher professional autonomy or displacement of the educational mission. The article applies a secondary comparative pedagogical reading of empirical data from four role-based corpora: 130 students and ordinary users, 128 teachers and content creators, 135 parents, and 101 external stakeholders. The analysis shows that students seek clarity, visible progress, social recognition and personalised feedback; teachers carry pedagogical quality, professional judgement and methodological autonomy; parents seek meaningful visibility, trust and a right to signal problems; external stakeholders expect accountability, analytical traceability and a connection between invested resources and educational impact. The contribution of the article is the formulation of a four-role model of coordinated support based on clarity, quality, visibility, sustainability and student autonomy.
This article presents the results of a pedagogical practice aimed at developing students’ social skills through the use of a social-emotional game in the school environment. The study was conducted with 140 eleventh-grade students from a specialized language high school in Pleven, Bulgaria. The activity included the social-emotional game “Step Forward”, based on role participation and experiential learning. Data were collected through structured observation of group dynamics and a questionnaire survey among the participants. The results indicate increased communicative activity among students, the presence of empathetic reactions, and the creation of a more positive group atmosphere during the follow-up discussion. A significant proportion of the participants reported that the activity helped them better understand social differences and increased the level of trust among classmates. The findings suggest that social-emotional games can serve as an effective pedagogical tool for stimulating social interaction and developing empathy among high school students.
The article analyzes anxiety as a contemporary factor associated with parental dysfunction and examines opportunities for enhancing parental effectiveness through socio-pedagogical work. The concept of “effective parenting” is explored through a comparison with related concepts, and its main characteristics are outlined. Theoretical interpretations of anxiety are presented, and its impact on the child and family relationships is analyzed. Socio-pedagogical approaches for reducing anxiety and developing parental competencies are also discussed. The analysis concludes that anxiety is a persistent phenomenon in contemporary life and, in the absence of adequate support, may become a factor contributing to dysfunctional parenting. Prevention and early intervention through educational, group, and counseling programs are of key importance for the development of emotionally stable and effective parenting.
This article examines role-playing games and project work as modern methods of active and interactive learning that engage students on a cognitive, emotional and social level. The focus is on their application in teaching Bulgarian language and literature in the 7th grade, in the context of acquiring knowledge about media genres. A specific pedagogical scenario is presented that integrates project work and the role-playing game "Journalists", through which students apply their theoretical knowledge of an information note, report and interview in an environment that is as close as possible to real journalistic practice. The main goal of the practice is to consolidate and deepen knowledge of the main media genres, while creating conditions for their functional use in an authentic context. At the same time, it stimulates the development of key competencies in students, including critical thinking, teamwork skills, effective communication and media literacy - skills that are essential in the conditions of the modern digital society. The article outlines the main benefits of implementing these methods, including increased learning motivation, better understanding and sustainable acquisition of learning content, as well as the development of practical skills applicable outside the classroom. It also emphasizes their importance in the context of digital education, where interactivity, experiential learning, and the connection of theory and practice are established as guiding principles.
The study explores contemporary paradigms and innovative models for sustainable professional development of university faculty in the context of global digital transformation. The research design includes a systematic review of the existing literature and a qualitative analysis of selected case studies and models of innovative practices. The object of the analysis is the seven elements of effective professional development, including a focus on content, active learning and expert support. Sustainability is defined not as a series of isolated events, but as a strategic process aimed at long-term addressing pedagogical challenges through continuous cycles of learning and reflection. The work analyzes key approaches such as the creation of Communities of Practice for mutual observation of teaching, multidimensional mentoring networks and the implementation of competency-based micro-credits. Special attention is paid to the integration of generative AI through adaptive faculty development models – from initial awareness to systematic institutional iteration. International professional standards (Advance HE PSF 2023) and good practices from leading universities (UCL, The Open University) are reviewed. The findings highlight that the success of these innovations depends on an organizational culture that encourages collaboration, and on institutional policies that balance technological advancement with ethical norms and professional autonomy.
This study analyzes the role of anthropomorphism in Bulgarian folktales, with the main focus placed on the folktale The Golden Girl by Angel Karaliychev. The aim is to evaluate its pedagogical potential for forming moral, social, and ecological value attitudes in 5th-grade students. Anthropomorphism is considered a key mechanism for building emotional connections, developing empathy, and increasing ecological sensitivity through the attribution of human qualities to natural elements (talking animals, river-judge, rooster-revealer). The applied mixed methodology includes three main steps: 1) Qualitative textual analysis of the tale, which reveals the anthropomorphic images and the directly related moral messages and dichotomies (good/evil, иndustriousness/laziness, compassion/indifference). 2) Analysis of pedagogical integration, tracing the place of the work in the curriculum and opportunities for interdisciplinary connections. 3) Empirical survey study conducted among 24 students (11–12 years old), to assess their perception of anthropomorphic images and the impact of the tale. The results show that the anthropomorphic elements effectively function as carriers of basic values and virtues such as kindness, diligence, and justice. The plot clearly contrasts the rewarded good (harmony with nature) and the punished evil (rupture with it). The empirical data from the survey categorically confirm this impact on the student audience: 83% of the students perceive the river in the tale as „alive“, and agreement with the statement that animals are friends reaches a high average score of 4,54 on a scale up to 5. Through anthropomorphism, discussions on current topics such as sustainability, ecological responsibility, and social justice are facilitated, offering deeper emotional engagement compared to abstract teachings. Based on these findings, the article formulates specific practical methodological recommendations. These include conceptual lesson scenarios (e.g., Conversation with the River, role-playing game The Voice of Nature) and a set of worksheets aimed at developing critical thinking, ecological awareness, and personal reflection within the learning process.
The article examines the possibilities of using memes to increase motivation and engagement among students in general education programs. Memes are also used as a tool for assessing digital literacy, as well as for exploring students visual culture. The aim of the present study is to investigate the potential of memes when assigned as a creative task in visual arts classes. The theme of the task is Humorous Interpretation of a Learning Situation in Visual Arts Classes. Students create their own memes using digital tools by editing images and adding text and visual effects. Standard research methods are applied, such as observation and analysis of learning outcomes. The observations indicate a high level of interest and engagement, as well as evidence of digital and visual literacy and creative initiative. The results confirm that the use of memes as a creative assignment has potential for application in the pedagogical process, and that their use can stimulate creativity and support the development of digital competence.
This article presents a STEM-based experimental model for university education that integrates the monitoring of energy consumption and CO₂ emissions into the learning process. By using digital sensors, mobile applications, and tools for data analysis and visualization, students engage in authentic research activities that introduce them to contemporary environmental science methodologies. Climate change represents one of the most serious global challenges of our time, largely driven by carbon dioxide emissions generated by energy use and transportation systems. In this context, higher education plays a crucial role in preparing future professionals who not only understand the scientific and technological dimensions of climate processes but are also capable of applying sustainable solutions in their professional practice. The proposed model transforms learning from the passive acquisition of theoretical knowledge into the active construction of understanding through empirical observation and data interpretation. The results indicate increased environmental literacy, development of analytical and systems thinking, and a sustainable change in students’ attitudes and behavior toward environmental protection. The model demonstrates the potential of university STEM education to become an effective instrument for climate action and sustainable development.
Texture printing is part of experimental graphic techniques and has established itself as a valuable pedagogical strategy in visual arts education for children of primary school age. Through tactile experiences and experimentation with various materials, pupils develop creativity, individual expression, and improve their visual–spatial skills. Texture is associated not only with the visual but also with sensory experience. In texture printing, compositional solutions emerge naturally and intuitively. In visual art, the structure of an image is understood as the internal organization of forms, shapes, textures, and the relationships between them. It determines the way images are perceived as a whole. In children’s creative work, structure is not pre-planned but emerges processually, in the course of working with the material. In texture printing, this processual character is particularly evident, as the print simultaneously carries form, relief, and a trace of action. The present article examines the theoretical foundations of the method, its pedagogical benefits, and its practical applications. Examples are presented from authors who explore the relationship between materiality and artistic expression, as well as specific lesson models for classroom implementation. Experimental observation has shown that, in certain graphic tasks, the use of a variety of textures for printing serves as a means of liberating artistic expression and enhances the compositional and structural qualities of the image.
This article presents the results of a two-year pedagogical experiment aimed at studying the achieved mathematical competence of first-grade students. The main goal of the study is to analyze the results of mathematics education at the beginning and the middle of first grade. The analysis focuses on the results of the diagnostic study conducted on the basis of a developed testing toolkit. The applied diagnostic resource and the results of the measured achievements of students provide a clear idea of the level of mathematical competence at this stage of education. The levels of achieved mathematical literacy among first-grade students are presented.
The article examines the psychological features of test-taking anxiety in adolescent students. The impact of different coping strategies is presented. Practices that can help students manage anxiety are examined. Personal characteristics of the student that predispose to higher levels of anxiety are described. Different scientific approaches to the problem under study are compared. The applicability of the approaches for developing skills for dealing with anxiety in a learning environment is indicated. The practical benefits of using various techniques for controlling and reassessing the exam situation are revealed. Suggested are different active coping strategies and parental support leading to reduction of disturbing thoughts and to lead to improvement in school performance.
The article examines assessment in mathematics education as a key component of pedagogical practice, situated in the context of the contradiction between the requirements for standardization, time restrictions and technical resources and the need for professional autonomy. Through an empirical study based on a quantitative analysis of data collected from 188 mathematics teachers, dominant patterns of behavior in the construction, application and interpretation of assessment tools in lower secondary and upper secondary education are identified. The results outline significant dependencies between professional experience, the level of qualification held and the engagement with analytical activities related to the reliability and validity of test tasks. The predominant use of combined assessment formats is noted, which demonstrates a desire to integrate objective and productive measures of knowledge and skills. Despite the expanding access to digital tools, the practice is still dominated by paper media, especially at lower educational levels. The analysis reveals systemic limitations – lack of time to provide feedback, difficulties in assessing high cognitive skills and uneven support across school contexts. The study argues for the need for targeted professional development policies, infrastructural provision and methodological support to ensure sustainable and pedagogically effective implementation of modern approaches to mathematics assessment.
The article examines some issues of contemporary European policies regarding children and their rights. Presented are current strategic documents, reflecting the vision of children as equal participants in the decision making process of issues related to their own well-being. Projections of the European Policy for children in Bulgarian strategic documents are commented on, as well as the distribution of responsibilities between the different management levels. Special attention is paid to working with children at school to understand, learn and exercise their rights. The role of children’s rights workshops (ateliers) as a form of learning through activity and experience is argued. Some conclusions are drawn about factors influencing the effectiveness of the workshops and their role in forming a culture of rights of the child. And this, in turn, is the basis for preventing aggression in children’s behavior in and outside of school.
This article examines some of the attitudes of students towards Technical Vocational Education and Training (TVET) in Bulgaria, focusing on the factors influencing their motivation, organizational forms of training, assessment mechanisms and the level of student engagement. In the context of a lack of permanent, systematic and nationally representative periodic surveys, the authors analyze a large-scale sample of students (1042 twelfth graders in TVE). Based on the results, the importance of personalized educational approaches and the implementation of innovations in VET curricula is emphasized, which form the basis of the author’s STRONG model, developed within the framework of the dissertation research of one of the co-authors. The study also aims to identify student attitudes and perceptions about the adequacy of training to the needs of the labor market and additional opportunities for the development of talented students. The results demonstrate categorical negative attitudes, expressed in a low assessment of the system, as well as the need for significant reforms in the educational structure at the level of vocational education in Bulgaria.
The article defines the role of municipal projects in supporting the education and training of adults from vulnerable groups, including the Roma community. Through National Programmes, European policies provide funding that encourages Bulgarian municipalities to develop project-based initiatives aimed at addressing issues relevant to their local communities. Projects focused on adult education for individuals from vulnerable backgrounds offer a variety of learning opportunities—ranging from motivational and vocational training to courses designed to develop personal qualities and skills. These initiatives also support the use of mediation practices by employing health, education, labour, and youth mediators. These professionals play a key role in building connections with adults from vulnerable groups and helping them overcome barriers to learning and engagement in the educational systems. The emphasis on identifying and researching local challenges within municipal project work enables the creation of successful inter-institutional partnerships, which in turn strengthen the resources and capacity of local institutions.
Files for 3D printing of models for studying percentages with an accuracy of up to ten, as well as for 25% and 75% are presented. For this purpose, two series are used - with a circle and with a square. For each series, two options for presenting the corresponding percentage are used. In one option, there is a division into 10 equal sectors (respectively equal rectangles), some of which are solid, which ensures the presentation of the corresponding percentage. In the other option, there is no division into sectors (rectangles). Different ideas for using 3D printed models in studying percentages are indicated. The possibilities for their use in studying fractions are also discussed. The development of these resources is related to ensuring the education of students with visual impairments, but their use by other students is also appropriate.
The aim of the research is aimed at assessing the satisfaction of parents of musically gifted students with the engagement and dedication of teachers and professional associates. The sample included 70 parents of musically gifted students. When we look at the calculated mean values for the satisfaction of parents of musically gifted students with the engagement and dedication of teachers and professional associates, we notice that the values calculated for the satisfaction of parents of musically gifted students with the engagement and dedication of professional associates are slightly lower. Parents are not satisfied with the education that teachers and professional associates organize for parents of musically gifted students. Statistically significant differences were found between gender, age, employment status, financial income and satisfaction of parents of musically gifted students with the engagement and commitment of teachers and professional associates.
