Inclusive upbringing and education at all levels of the education system are key mechanisms for ensuring equal opportunities and the social inclusion of students with diverse educational needs. This paper provides a comparative and systemic analysis of the challenges, models, and effects of implementing inclusive education in preschool, primary, and the broader educational context, with particular reference to experiences and the educational systems of Serbia and Finland. The analysis indicates that successful inclusion depends on institutional support, teachers’ professional development, and an individualized pedagogical approach, while major challenges include uneven access to resources and the need to strengthen systemic capacities. The comparative review suggests that the Finnish model is characterized by well-developed support mechanisms and a strong emphasis on individualization, whereas in Serbia several areas for improvement in the implementation of inclusive policies are identified. The paper contributes to a deeper understanding of inclusive education models and offers guidelines for improving educational policies and practices, with the aim of strengthening social inclusion and educational development of all students.

The article explores the transformative potential of Democratising Entrepreneurial Education (EE) through a responsible, inclusive, and reflective framework that integrates both relevant knowledge and codified knowledge to address the needs of low literacy learners (LLL).Traditional EE models often assume a baseline of literacy and knowledge acquisition capacity, leaving many marginalised learners without access to meaningful, empowering entrepreneurial education (Block et al., 2023; Baggen et al., 2021). To address this gap, the paper proposes a comprehensive framework that combines codified knowledge (explicit, structured information) (Nonaka & Takeuchi, 2000; Davenport & Prusak, 1998) with relevant knowledge (context-specific, actionable insights) (Brown & Duguid, 2017; Siggelkow, 2007). The application of these forms of knowledge within reflective pedagogical approaches (Kolb, 2014; Argyris & Schön, 1996) has been shown to facilitate pathways for LLL to develop entrepreneurial competencies and participate meaningfully in lifelong learning processes. The integration of codified knowledge has been demonstrated to transform complex concepts into accessible formats, such as visual aids, simplified language and interactive experiences (Nonaka & Takeuchi, 2000; UNESCO, 2021). These interactive experiences are considered to be of particular importance for LLL. For instance, the principles of entrepreneurial finance can be imparted through story-based learning and visual tools, as opposed to the utilisation of voluminous, text-heavy materials (Leonard-Barton, 1992; Baggen et al., 2021). Concurrently, the integration of pertinent knowledge ensures that learning remains anchored in learners’ lived realities and immediate contexts, thereby facilitating the translation of theory into practice and nurturing agency in the application of entrepreneurial concepts to their own communities (Brown & Duguid, 2017; Drucker, 1985). The present study is founded on the Entrepreneurship as a Method framework (Neck & Greene, 2011; Sarasvathy & Venkataraman, 2011), and it integrates Kolb’s Experiential Learning Cycle (Kolb, 2014) in order to offer practical strategies for educators, policymakers, and community stakeholders. By emphasising reflective practices, such as the Mia Culpa model (designed on Hägg et al., 2024), learners can internalise entrepreneurial principles through cycles of acknowledgement, reflection, and adaptation (Neck & Greene, 2011). This reflective process deepens their understanding of entrepreneurial opportunities and empowers them to make ethical, responsible decisions that align with Sustainable Development Goals (SDGs) (UNESCO, 2021). The research under discussion uses case studies and collaborative design workshops with educators to highlight successful approaches to democratising knowledge dissemination in EE. For instance, the use of visual and gamified learning tools that codify entrepreneurial concepts has been shown to significantly increase comprehension and engagement among LLL (Block et al., 2023; Hägg et al., 2024). Concurrently, the integration of pertinent knowledge, contextualised to local socio-economic challenges, has been demonstrated to enhance learners’ capacity to co-create solutions and cultivate sustainable ventures (Davenport & Prusak, 1998; Siggelkow, 2007). The implications of this framework for entrepreneurship education are significant. Educators must rethink curricula to incorporate multimodal, codified resources while adapting them to relevant, real-world contexts (Baggen et al., 2021; Mashhood, 2018). Policymakers should prioritise inclusive pedagogical strategies that align with global sustainability goals, ensuring that no learner is excluded from the entrepreneurial process due to literacy barriers (Mashhood, 2018). This democratised approach to EE supports the development of resilient entrepreneurial ecosystems rooted in shared responsibility and continuous learning (Baggen et al., 2021; Mashhood, 2018). In conclusion, the paper calls for a paradigm shift in how entrepreneurial education is designed and delivered.By integrating codified and relevant knowledge within a responsible, inclusive, and reflective learning framework, educators and institutions can unlock the entrepreneurial potential of low literacy learners. This approach is seen as a critical step toward achieving educational equity and creating a more sustainable, inclusive future for all (UNESCO, 2021; Neck & Greene, 2011; Argyris & Schön, 1996).

Все по-сложните финансови услуги изискват по-висока финансова грамотност от хората на всяка възраст. Според Джералд Епщайн (Epstein, 2018) финансиализацията означава „нарастващата роля на финансовите мотиви, финансовите пазари, финансовите участници и финансовите институции в работата на местната и международната икономика“ – процес, оказал безпрецедентно влияние върху живота на домакинствата и работата на реалния сектор. Едновременно с това, след световната финансова криза (2007 – 2008 г.) и пандемията от COVID-19, значението на адаптивното икономическо поведение и финансовата грамотност нараства съществено. Недостатъчната финансова осведоменост увеличава уязвимостта на инвеститорите към икономически сътресения, независимо от техния произход. Паралелно с това либерализацията на финансовите пазари и провежданите реформи прехвърлят все по-голяма отговорност за финансовите решения от държавните институции и работодателите към отделните икономически агенти и домакинствата. Отчитайки важната роля на финансовата грамотност и нейната еволюция в дигитална финансова грамотност страните от ОECD и България (Р България, 2024) са разработили стратегии за финансова грамотност поради нарастващото ѝ значение и поставяйки я като част от системата за национална сигурност в контекста на ефектите, които предизвикват трусовете във финансовата система. Поради това финансовата грамотност, и особено нейната дигитална компонента, се утвърждава като ключова предпоставка за вземането на информирани финансови решения от хората и домакинствата. Оценяването на нейното равнище създава основа за изграждането на ефективна система за формиране на знания, умения и компетентности у подрастващите и младите хора, необходими за адаптивно поведение в динамична и рискова финансова среда.

The Constructivism is among the leading epistemological positions in modern school education. The aim of this article is to theoretically substantiate and arguably apply the ideas of Constructivism in training the subjects “Human and Nature” and “Human and Society”, in the context of building the so-called “knowledge for use” by the student in the elementary stage. It is assumed that “knowledge for use” is what the student builds and can use by applying it, understanding its meaning and significance. The relationship “human – society – nature” is emphasized through the prism of sustainable development. The learning model of R. Bybee et al. is applied in a constructivist discourse in the phases: 1) Engagement; 2) Exploration; 3) Explanation; 4) Elaboration; 5) Evaluation. Examples are given for illustration, in accordance with the current regulatory requirements for training the subjects “Human and Nature” and “Human and Society”, studied at the elementary stage.

The present article examines the establishment, functioning, and development of the University Center for Psychological Counselling and Research within the broader context of contemporary student mental health challenges. Drawing on descriptive service data, clinical experience, and international and European policy frameworks, the paper explores the typology and frequency of counselling requests, client characteristics, and the counselling model adopted by the Center. The majority of service users are self-referred students in emerging adulthood, presenting predominantly with affective distress, low academic motivation, self-esteem difficulties, interpersonal problems, and sleep- and eating-related concerns. The Center’s counselling approach integrates structured, time-limited, and evidence-based protocols adapted to the local socio-cultural context, informed by established models of brief intervention. The COVID-19 pandemic is examined as a defining zeitgeist that shaped both the demand for psychological support and the rapid integration of online counselling modalities. Findings are discussed in relation to current trends in university mental health services and European Union priorities emphasizing prevention, accessibility, digital innovation, and equity. The article concludes by outlining implications for the development of university counselling centers in Bulgaria, underscoring their role as essential institutional structures supporting student well-being, academic success, and long-term psychosocial development.

This paper explores Tzvetan Todorov’s humanistic critique of scientism as a framework for evaluating the ethical and social implications of modern technological developments, particularly AI-powered tools such as ChatGPT. While Todorov valued scientific progress, he warned against reductionism, dehumanization, and the overextension of scientific reasoning into moral and cultural domains. These concerns resonate strongly today as generative AI reshapes research, publishing, and education. The paper examines both the potential benefits of Large Language Models – such as accessibility, language support, and efficiency – and their risks, including inaccuracy, bias, authorship violations, and ethical ambiguities. It reviews institutional responses, notably COPE guidelines, and calls for transparent, responsible, and regulated use of AI in academia. Ultimately, the study advocates a human-centered approach to technology that aligns with Todorov’s emphasis on dignity, moral reflection, and the preservation of human creativity and accountability in the age of artificial intelligence.