The article presents an innovative pedagogical practice that combines the setting of SMART goals with experimental STEM activities. In the spirit of Professor Dimitar Balarev’s ideas, the approach emphasizes the integration of personal development into science education. Students formulate individual goals and symbolically link them to the launch of a rocket, with the process simultaneously supporting the acquisition of scientific knowledge and the development of skills for self-reflection, self-confidence, and intrinsic motivation. The theoretical framework is based on goal-setting theory (Locke & Latham), self-determination theory (Ryan & Deci), as well as principles of constructivism and metacognitive learning. The method is implemented in three phases: goal formulation, experimentation, and reflection. Survey results indicate a high level of student engagement, increased interest in the subject matter, and clearer awareness of personal aspirations, while also highlighting differences in individual motivation. The practice is adaptive and interdisciplinary, offering a model for integrating scientific knowledge with personal development. Pedagogical recommendations and directions for future research are proposed.

This publication examines STEM education as an innovative and integrated pedagogical paradigm that unites science, technology, engineering, and mathematics within a common framework for developing 21st-century competencies. The study presents the conceptual and methodological foundations of STEM, analyzing key pedagogical models and current trends in implementing inclusive and technologically enriched learning. The aim is to clarify how the STEM philosophy is realized in educational practice through models such as the interactive pedagogical framework, interdisciplinary learning, Universal Design for Learning (UDL), artificial intelligence (AI), and professional learning communities. The research is based on a constructivist and systemic methodology, which perceives knowledge as being actively constructed through interaction, experience, and collaboration. STEM is not merely a teaching method but an educational philosophy focused on creating a learning culture grounded in inquiry, creativity, and innovation.

The A-level chemistry in the final stages of secondary school plays a significant role in thе career orientation and subsequent university studies of the students. This article presents the results of an analysis of the 2000 and 2018 A-level curricula focusing on the activity-based and content-related components embedded in the expected learning outcomes. The findings indicate the presence of higher cognitive levels in the expected student competencies, as well as a broader range of learning activities. While the core body of chemical knowledge has not undergone substantial change, the 2018 curriculum includes more detailed descriptions, which enhance its applicability for teachers’ instructional planning. The conclusions drawn from this analysis may inform future revisions of existing curricula.

This study presents a systematic content analysis of Bulgaria’s uppersecondary Physics and Astronomy curricula (Grades 9\(^{th}\) – 12\(^{th}\)) across two policy periods: the pre-reform framework implemented between 2000 and 2018 and the curriculum introduced in 2018 and currently in force. Using quantitative and qualitative content-analysis procedures and a coding scheme based on the revised Bloom’s taxonomy, we examine changes in cognitive demand, thematic emphasis, and competence orientation. The results indicate a shift toward competency-based curriculum discourse, a reallocation of attention across major physics domains, and the incorporation and/or greater visibility of modern physics topics (e.g., quantum and nuclear physics, elementary particles). The analysis also highlights structural changes that postpone specialised study, with implications for depth of learning and equity of access to advanced physics. Overall, the study provides an empirical basis for understanding the evolution of Bulgarian physics education in the context of contemporary curriculum.

Public discussions raise the question of whether the volume of knowledge, skills and competencies required in the upper secondary level preparation, particularly in biology and health education, leads to cognitive overload of students. The purpose of this study is to compare the current curriculum for upper secondary level preparation biology in biology and health education (approved in 2018, effective from the 2020/2021 academic year) and the curricula that were in effect in the period 2000 – 2020 (for second level and upper secondary level). The method used is a documentary review and comparative analysis of the curricula. The theoretical analysis focuses on similarities and differences in terms of regulatory framework, structure and modules, timetable and distribution of hours, derivation of expected results and elective modules. The comparison between the old curricula in biology and health education for second level and upper secondary level preparation and the current specialized training program from 2020 shows a clear conceptual and structural transformation in the approach to training and education. The thesis has been theoretically derived and defended that the current program is not simply an updated version, but a complete conceptual rethinking of the goals, content and pedagogical philosophy of biology and health education – second high school stage.

This small survey was conducted to collect data on the importance and necessity of the professional qualification “teacher”. The study also aims to explore the attitudes toward the teaching profession and the interest in becoming a teacher. And the other side to be explored the students’ motives for choosing the occupation. All questions in this survey were carefully selected to make an adequate sample regarding interests, motivation to practice, and attitudes towards the teaching profession. Results summarize the unbiased and anonymous opinions received from questionnaires. They were completed by 33 randomly selected students from various majors at the University of Chemical Technology and Metallurgy (UCTM) in Sofia, who have enrolled in a teacher training program as a supplement to their main bachelor’s degree program. Although the sample is small, it offers valuable and relevant insights into the perspectives of young people beginning their preparation for a teaching career.

The integration of Artificial Intelligence (AI) into chemistry education offers innovative opportunities to enhance student learning, engagement, and problem-solving skills. This study explores pedagogical approaches for incorporating AI tools into chemistry curricula and evaluates their effectiveness through a survey of educators and students. Results indicate that AI-supported instruction can improve conceptual understanding, foster active learning, and facilitate personalized feedback, while also presenting challenges related to accessibility, training, and curriculum adaptation. The findings provide practical guidance for educators seeking to implement AI technologies in chemistry teaching and highlight potential avenues for future research in AI-driven science education. (Avci et. al., 2025).