The article examines the selection and qualification of school principals in Bulgaria in light of recent reforms and the adoption of Regulation No. 16 (2022). The regulation redefines the role of principals, emphasizing leadership and managerial competencies rather than purely administrative functions. The study is based on surveys and focus groups with principals and Regional Department of Education experts, providing diverse perspectives on the effectiveness of the new framework. Findings indicate progress in ensuring transparency and objectivity of procedures, with interviews and case-solving tasks seen as valuable assessment tools. However, concerns remain regarding the formalized defence of development concepts, uniform case studies, and the composition of selection committees. The research further highlights the necessity of practice-oriented training, mentoring, and continuous professional development to support principals in their evolving role. Strengthening the link between selection, qualification, and school management challenges is essential for sustainable improvement.

This study examines the understanding of Bulgarian teachers of functional literacy and their role in building it in students. Theoretical statements and definitions that have become established worldwide are analyzed, including those of UNESCO, PISA and leading scientists. The study is based on a survey among 121 teachers from various educational institutions in Bulgaria. The study aims to assess teachers’ awareness and attitudes regarding functional literacy. The results show a high awareness of its importance, but significant deficiencies in methodological preparation and institutional support. Teachers are perceived as primarily responsible for the development of these skills. There is a weak relationship between knowledge about PISA and understanding of functional literacy. The systematic lack of monitoring, qualifications and modern approaches limits effectiveness. The findings suggest the need for strategic measures in education policy. The study contributes with recommendations for improving pedagogical practices.

The present article offers an overview of the methodology of teaching the Persian language at universities in Bulgaria. Key aspects of the methodological process are analyzed, including the acquisition of the language’s graphic and phonetic systems, its grammar and vocabulary, the cultural context of Persian-speaking regions, as well as the role of the communicative approach and modern technologies. The necessity of achieving a balance between traditional and contemporary pedagogical strategies, including the integration of modern technologies, is emphasized. The main thesis advanced is that effective teaching requires a holistic approach that combines traditional and innovative methods.

The authors of the article explore the potential of puzzle-based learning rooms as an innovative and inclusive environment for students with special educational needs (SEN). The study is grounded in the Universal Design for Learning (UDL) framework, which emphasizes flexibility and personalization in education. The authors present best practices and examples for adapting educational spaces, including multisensory approaches (tactile, visual, and auditory elements), personalized acoustic and lighting adjustments, as well as methods for active engagement through role assignment. The article analyzes key pedagogical, spatial, and organizational factors necessary for successfully implementing this format in school settings, with an emphasis on collaboration between teachers, specialists, and students. Based on the research, a comprehensive model is proposed for creating interactive game-based learning environments that account for individual differences and promote active learning among students. The study highlights the importance of creative approaches in enhancing accessibility, inclusion, and motivation for students with special educational needs.

This article explores the role of school boards of trustees as a mechanism for parental and civic participation in school governance in Bulgaria. Based on a comprehensive literature review, legal analysis, and a critical examination of current practices in the Bulgarian educational system, significant discrepancies between legal provisions and the actual functioning of school boards are identified. The functions of school boards are outlined according to the Preschool and School Education Act, and the persistent challenges are discussed, including formalism, lack of capacity, and limited involvement in decision-making processes. Good practices for the work of school boards are outlined. Seven levels of participation are identified and a program for activating the lower levels is proposed. In conclusion, specific recommendations are formulated for legislative changes, institutional support, and building a culture of cooperation between schools and school boards. The article defends the thesis that school boards can be effective partners in education only if they are recognized and supported as active participants in educational leadership.

Nowadays, technological advances and scientific discoveries shape the future of society, the importance of education in the fields of science, technology, engineering and mathematics is constantly growing. This is why STEM education (Science, Technology, Engineering, Mathematics) has become a critical factor in preparing young people for future professions and challenges. This survey explores the pedagogical dimensions that shape effective STEM teaching and learning, including interdisciplinary integration, inquiry-based learning, project-based instruction, and the use of technology-enhanced environments. This article examines issues related to the essence of STEM education, its nascency, applications and advantages, the skills it develops in students. A survey was conducted among Bulgarian teachers and an analysis was made regarding their knowledge and understanding and applicability of STEM education in the Bulgarian school.

The paper provides analysis of the survey results on the attitudes and expectations of pedagogical specialists for their participation in various forms of continuous education. Teachers’ need for language training are identified as well as the needs for use of foreign languages in the teacher profession. The aim is to identify some specificities of the language biography of teachers in different school subjects in secondary school and to outline the opportunities for improving their foreign language competences. Considering the processes of convergence of education policies in contemporary conditions including language policies and the increased contacts and exchange of experience between educational institutions in European countries, the paper explores the enabling and hindering factors in the professional activities of pedagogical staff. Conclusions are drawn about the opportunities for improving the foreign language training of teachers and their language communicative competences in continuous education.

Higher education curricula have evolved to incorporate technologies, but adaptive models continue to yield limited results. This study proposes a recommendation method for an adaptive curriculum that improves student performance. The research followed a mixed-method approach to programming courses at the Salesian Polytechnic University. The average population is 320 students and between 7 and 10 tutors each academic period. Survey techniques were applied to teachers and students between October 2024 and March 2025. The results show that 81% of students on average significantly improved their performance over seven academic cycles. Similarly, four of the seven teachers (57%) expressed a favorable perception of the model’s implementation. Despite these results, the sample size and KMO value suggest caution. A control group was omitted to ensure fairness in learning, which limits generalizability. However, the results suggest that the model is transferable to other courses, potentially incorporating artificial intelligence to enhance its socio-professional relevance.

This article examines the impact of adolescent smartphone use and the role of parental mediation in promoting healthy digital behaviors. Integrating Feuerstein’s Mediated Learning Experience (MLE) theory, it highlights structured strategies – such as intentional guidance, self-regulation, and goal-setting – to enhance critical thinking and responsible smartphone use. The results indicate that higher implementation of Mediated Learning Experience (MLE) strategies – particularly Regulation, Feeling of Competence, and Meaning – is strongly associated with lower levels of problematic smartphone use among adolescents. Self-regulation and meaning-making components emerged as key predictors, explaining 38% of the variance and highlighting their central role in effective parental mediation.