The paper presents an analysis of the current Bulgarian curricula in Mathematics, Physics and Astronomy, Chemistry and Environmental Protection, Biology and Health Education, Geography and Economics, Computer Modeling, and Computer Modeling and Information Technologies. Some discrepancies in the chronology of intersubject relationships were identified. The study can serve as a guideline for improving the work of the committees involved in the preparation of new curricula.

The Constructivism is among the leading epistemological positions in modern school education. The aim of this article is to theoretically substantiate and arguably apply the ideas of Constructivism in training the subjects “Human and Nature” and “Human and Society”, in the context of building the so-called “knowledge for use” by the student in the elementary stage. It is assumed that “knowledge for use” is what the student builds and can use by applying it, understanding its meaning and significance. The relationship “human – society – nature” is emphasized through the prism of sustainable development. The learning model of R. Bybee et al. is applied in a constructivist discourse in the phases: 1) Engagement; 2) Exploration; 3) Explanation; 4) Elaboration; 5) Evaluation. Examples are given for illustration, in accordance with the current regulatory requirements for training the subjects “Human and Nature” and “Human and Society”, studied at the elementary stage.

Biblical-mythological topos articulate life truths hidden behind images, symbols, and narratives. Geo Milev lives on forever in the poem “September” as a corrective to the problematic search for justice. Life and work become narratives of a suffered human fate on the way to its own Golgotha. Key topos stand out: “The voice of the people is the voice of God”; the biblical warrior Priest Andrey; Chaos and Wrath; the Resurrection and the “New Adam”; sacrifice and the Apocalypse; iconoclasm and the “godless”; the tragic hero and the conflict between personal honor and collective destiny. Through a survey conducted among tenth-grade students, existing opinions and attitudes are identified regarding the resonance that Geo Milev’s narrative leaves in the context of the rebellion against injustice, the motif of a meaningfully lived life, and human will as the engine of change for a better tomorrow. The aim of the article is to establish students‘ attitudes, opinions, and expectations regarding the interpreted meaning of the poem in terms of universal human values. The method used is a group online survey. The subject of the study is the biblical-mythological topos in “September”.

This review examines an edited volume released in 2025 by the prestigious international publishing house Cambridge Scholars. The papers herein stem from presentations given at two international conferences on process philosophy. The collection features 15 contributions by researchers from Bulgaria, Italy, Belgium, Portugal, Ukraine, and Slovakia. These are structured into four parts covering fundamental educational concepts, the future of education, aesthetic and ethical inquiries, and medical and psychological issues.