This study investigates the effect of integrating argument maps into Biology and Health Education instruction on the development of basic argumentation skills among 10th-grade students (N = 90). A single-condition formative experiment with a pre-test/post-test design was conducted. The analysis of empirical data indicates the most substantial improvement in students’ ability to generate arguments and counterarguments, followed by gains in evaluating arguments, counterarguments, and rebuttals. Overall, the findings demonstrate that the use of argument maps in biology education is an effective instructional strategy that supports the development of both the productive and evaluative dimensions of argumentation.

The article examines the degree of digitalization in Bulgarian kindergartens and schools, with the aim of assessing the influence of technical infrastructure and institutional ownership on the implementation of digital technologies. Two hypotheses are formulated: 1) better infrastructure leads to a higher level of digitalization; 2) private educational institutions are better prepared for technology integration than public ones. The methodology is based on a quantitative approach through a survey among 4206 institutions (January-October 2024), analyzed with descriptive and inferential statistics. The study fills the lack of large-scale, representative empirical data on digitalization in Bulgarian preschool and school education, providing a basis for formulating policies for equal access, human capital development and sustainable integration of technologies.

Deviant behavior among adolescents is a contemporary issue that is increasingly prominent to society. Given that a large part of behavioral deviations occur in school, pedagogical specialists face the challenge of dealing with these difficulties. The article examines some conceptualizations of deviant behavior, analyzes some of the factors that influence its formation, and examines some of the specifics of the educating children exhibiting such behavior. The aim of this article is to study the perceptions of specialists working in schools regarding the effectiveness of measures for working with children with deviant behavior, as well as their perceptions of the degree of application of each of them. For this purpose, an author-designed questionnaire was developed, which consists of two scales with identical statements, in which specialists note their perceptions of the effectiveness and degree of application of the measure. A total of 110 specialists working in schools participated in the study. Statistical analysis of the collected data was conducted, including calculation of the reliability of the two scales, and a t-test to determine whether there were discrepancies exist between the perceived efficacy and practical application of the measures.

This article presents a study aimed at assessing the extent to which the Global Sustainable Development Goals (SDGs) are integrated into the teaching of environmental topics in Bulgarian schools, as well as identifying the challenges and opportunities for improvement. The methodology includes a survey conducted among 36 teachers from various educational stages, analyzing the frequency of incorporating environmental topics, the teaching methods used, and the available resources. The novelty of the study lies in the systematic review of existing educational solutions and guidelines in the Bulgarian context, with a focus on the implementation of the SDGs in the school environment. The results show that although the topic is present in the educational process, there are gaps related to the lack of professional training, limited resources, and insufficient allocated curriculum time. Among high school teachers, higher levels of activity and awareness were observed, highlighting the need for targeted institutional support and the exchange of best practices across different educational levels.

The aim of this paper is to examine boarding school teachers and their mutual cooperation with colleagues. The research included seventy-seven boarding school teachers from the Republic of Serbia who work in a high school boarding school. The results show that boarding school teachers generally evaluate their cooperation and relationships with colleagues positively, and that they coordinate with them in the context of various aspects related to educational work in the boarding school. A positive and statistically significant correlation was found between the group of items describing how boarding school teachers assess their cooperation and relationships with colleagues, and the group of items describing whether they coordinate with colleagues in various aspects of educational work in the boarding school (r=0.623; p=0.000). These findings raise many questions for implications and future research in the context of mutual cooperation among boarding school teachers in the modern boarding school.

The development of scientific literacy is the basis for the prosperity of society and is directly related to the level of scientific literacy of current and future educators. The article presents the results of a survey among students of pedagogical specialties, aimed at analyzing their conceptual views that determine their scientific literacy. The study aims to identify scientific knowledge, conceptual fallacies and the level of confidence through the answers to key scientific statements. It was conducted through a questionnaire survey containing statements on basic scientific concepts that must be identified as true, false or to note uncertainty in the answer. The quantitative and qualitative analysis of the results shows uneven conceptual clarity among students, higher in terms of acquired knowledge, and weaker in understanding, evaluating and applying it. The analysis of the results and the summarized conclusions emphasize the importance of critical thinking as a component of scientific literacy, and outline the need for targeted pedagogical strategies for its development in the preparation of future educators.

This research paper addresses the issue of the professional competencies of educational professionals necessary for ensuring continuity between educational stages. The professional development of educational professionals implies the continuous development of competencies aimed at improving the quality of work, enhancing the development of children/students, and raising students’ achievement levels. The aim of this research was to identify which professional competencies of educational professionals are necessary for achieving continuity between educational stages. The study employed descriptive and comparative methods, as well as the scaling procedure for determining the attitudes of preschool educators, primary school teachers and teachers toward given statements, using a Likert-type attitude scale. The research sample consisted of answers received from preschool educators, primary school teachers (from the first till eight grade), and high school teachers. The total number of teachers participated is 80. (N=80). Considering that rapid social and technological development brings new roles of preschool educators, primary school teachers and high school teachers, which continuously require professional improvement and the upgrade of knowledge and skills, we strongly believe that the results of this research may help us find out deeper insight into potential issues in pedagogical practice with the regard of development of professional competencies of educational professionals for ensuring continuity between educational stages.