The present study evaluates the effect of a specialized long-term enrichment program in chemistry, implemented as extracurricular courses at the Sofia Mathematics High School, on the performance of gifted students (Grades 8\(^{th}\) – 11\(^{th}\)) across the three stages of the National Chemistry Olympiad (NCO). A quasi-experimental study was conducted with 214 students from two cohorts, with the intervention for each cohort spanning three consecutive academic years. The results indicate significantly stronger performance by the experimental groups (EG) compared to the control groups (CG). Students participating in the program achieved higher qualification rates at the municipal level (81% vs. 10%) and the regional level (41% vs. 0%). Only students from the experimental groups advanced to the national stage, where 67% ranked in the “Top 10” and secured 15 out of a possible 18 medals. The findings confirm that the enrichment program has a positive effect on student performance at all stages of the National Chemistry Olympiad and proves decisive for success at the more demanding competition levels.

STEM (Science, Technology, Engineering, and Mathematics) is one of the most significant parts of education that is broadly practiced in the school systems and has become popular over the last decade. Students are equipped with necessary skills that they need to succeed in the future job market due to the full implementation of the STEM educational curriculum. A survey was conducted among teachers, evaluating the situation with the STEM teaching in the educational system to provide valuable evidence of the importance of STEM integration as well as the challenges and opportunities of its implementation. The outcomes are indicative of strong support for STEM integration where more than 90% of those questioned have found it to be a key factor in the academic progress of students. Most of the respondents think that STEM methodologies are seriously tied to student’s participation, critical thinking, and career preparation.

This article presents a structured narrative review of three technologies that are increasingly integrated into STEM education at the lower-secondary level: virtual and augmented reality (VR/AR), open-source microcontroller platforms of the Arduino type, and personalisation supported by artificial intelligence (AI). The review is guided by three questions, concerning the available evidence, the reported risks, and the pedagogical conditions for responsible implementation. It draws on peer-reviewed studies, systematic reviews and meta-analyses indexed in Scopus and Web of Science, as well as on reports of international and national organisations (UNESCO, the European Commission, the OECD and the Bulgarian Ministry of Education and Science). The evidence on motivation, engagement and learning outcomes is summarised together with its limitations – health and age constraints, cognitive overload and the novelty effect, data protection, the digital divide, and a thin evidence base. The review proposes an integrative, pedagogy-centred model and draws conclusions for the design of a future empirical study. For the Bulgarian context, the review further identifies national-level priorities for teacher readiness, including needs assessment, practice-based continuing professional development, mentoring, curriculum-aligned resources and sustained technical and methodological support.

This article presents a pedagogical framework using questionbased learning (QBL) in nanoscience, nanotechnology, and their applications in medicine and engineering. This paper aims to create a multidisciplinary learning resource centered on question-based learning (QBL) that serves as a comprehensive and valuable reference for educators and students. QBL involves actively posing questions, gathering and analyzing information, building and applying knowledge, developing deep conceptual understanding, exploring creative possibilities, making informed decisions, and justifying conclusions through critical reasoning. To achieve these objectives, a qualitative literature survey was conducted utilizing platforms such as Google Scholar, Scopus, PubMed, and public repositories. This module presents examples of 66 structured questions covering interdisciplinary aspects of nanoscience/technology. This question-and-answer activity has attracted significant interest and excitement, as an active exercise in education, an increasingly important part of the student’s transformational process in the higher education system.

The first (1984 – 1985) and second (2011) editions of the Red Data Book of Bulgaria are presented. The advantages and disadvantages of the two editions are compared. The need for the creation of a new third edition of the Red Data Book is highlighted.