This article examines computer-based exercises and simulations and their place in the multi-layered model of training for cyber defense specialists at the “Vasil Levski” National Military University. In their presentation, emphasis has been placed on the specifics of the training of military IT specialists. Additionally, the opportunities for cadets to participate in international exercises and projects in the field of cyber defense have been considered.

The focus of this study is the integration of artificial intelligence (AI) in university education from a pedagogical, cognitive and institutional perspective. The aim is to analyze AI as a tool for the teacher and a cognitive partner for the student. A conceptual-comparative methodology based on frameworks such as AI-TPACK, SAMR, Human-CenteredAI andAI Ecological Framework was used. The comparison between AI-augmented, AI-enabled and AI-powered pedagogies concludes that there is a need for a balanced, ethical and pedagogically aware approach to AI by preferring AI-augmented pedagogy as a sustainable educational strategy.

The article is focused on modern restaurant activity (RA), which relies on innovative technologies and their implementation in production processes through the transformation of production capacities and detailed reengineering of the restaurant product (Polimenov, 2014, pp. 76 – 100). The detailing is to enter the restaurant product and restaurant service through digital transformation with artificial intelligence (AI) and to proceed with the transformation of processes and technologies to achieve higher quality. The possibilities of flexible restaurant activity (RA) are not only to create conditions for the transformation and implementation of innovative techniques and technologies, but also to offer a model (Asuzo et al., 2024) with artificial intelligence (AI) as a guide for the tourism industry towards digital technological transformation (DTT). The specificity of the work of artificial intelligence (AI) is not only to be able to analyze and correctly combine technological processes and transformation flows, but also to preserve the organoleptic (enzyme) qualities of products in culinary production, and to monitor compliance with the standards (Zoran et al., 2021) for a healthy diet. The goals set for artificial intelligence (AI) in the restaurant industry are not only to transform the restaurant business model, but also to implement innovative technological solutions related primarily to reducing costs and increasing efficiency.

This article explores interest-based workshops as a didactic resource in pre-service teacher education. The study conceptualises the workshop as both a form of children’s activity and a model for university-level pedagogical training. A criterial evaluation model was developed to analyse individual student projects across six dimensions: pedagogical logic and goals, learning environment design, balance between freedom and structure, facilitation strategies, integration and childcentredness, and reflection. The pilot study involved 34 third-year bachelor students in Preschool Pedagogy. Data were analysed using descriptive statistics. The results indicate a stable moderate level of project quality, with higher mean values for facilitation strategies and learning environment design, and comparatively lower values for pedagogical logic and goal structuring. The findings highlight workshop-based learning as an effective context for developing facilitation-oriented and reflective pedagogical competencies.

To effectively integrate modern technologies in dental education, it’s important to understand students’ attitudes and expectations. A survey conducted at the Faculty of Dental Medicine of MU-Plovdiv from November to December 2024 revealed a clearly expressed positive attitude and high expectations of all students towards introducing high-tech simulation training at the Faculty of Dental Medicine, which is an important predictor of the success and sustainability of innovation. We found no significant differences in opinions among students based on socio-demographic characteristics. Students believe that game elements, haptic technology, and VR/AR can enhance their professional competencies. These expectations could be met and attitudes rewarded if educational policies are directed towards establishing dental simulation centres and implementing simulation training at Bulgarian universities in all its complexity and accompanying activities. The study outlines the leading advantages of simulation training and possible risks as seen by the trainees. It contributes to the understanding of dental students’ perceptions regarding high-tech simulation training, thereby enriching the limited existing literature on this topic.

Thе study explores the role of pedagogical patterns and digital technologies in enhancing contemporary educational practices, with a particular focus on knowledge sharing, instructional design, and innovation in teaching. Drawing on interdisciplinary research in education, computer science, and data mining, the paper examines how structured pedagogical patterns can support the systematic transfer of teaching experience and good practices across educational contexts. Special attention is given to the integration of information technologies and pattern-based approaches in the design of learning environments, including e-learning, mobile learning, and microlearning. The research highlights the importance of pattern languages as conceptual frameworks that enable educators to address recurring instructional challenges and improve course design. Additionally, the study considers the application of data mining tools and platforms, such as WEKA, in analyzing educational data and supporting evidence-based decision-making. The findings suggest that combining pedagogical patterns with digital tools fosters greater adaptability, personalization, and efficiency in the learning process. Furthermore, the paper discusses the implications of these innovations for teacher training and educational policy, emphasizing the need for developing digital competencies and a culture of continuous improvement. It concludes that the effective use of pedagogical patterns, supported by technological solutions, can significantly contribute to the modernization of education systems and the development of high-quality learning experiences in both traditional and digital environments.

Educational coaching is an innovative approach which uses methods and techniques of personal coaching but with the ultimate beneficiaries being all participants in the field of education. This article examines the main coaching techniques that can support new pedagogical specialists in starting and in the first years of their career in education. The benefits of coaching and the qualities of an effective coach in the process of mentoring novice pedagogical specialists have also been studied. The objectives of the current research are to examine the origin and the essence of coaching in education, to define the concept of coaching, to examine the main coaching models, to seek the difference between coaching and mentoring – two similar processes for accelerating personal and professional development which use different methods.