The article examines the performance of seventh-grade students in mathematics in 2025, aiming to outline some key conclusions, identify challenges, and propose directions for improving the educational process.

The present study examines the historiographical debate surrounding the relationship between Bogomilism and the process of Islamisation in the Balkans, with a particular focus on Bosnia. Bogomilism, a dualistic Christian heresy that emerged in the medieval Bulgarian lands, spread widely across Southeastern Europe and became especially influential in regions such as Bosnia, where religious diversity and institutional fragmentation were characteristic features of the late medieval period. The article traces the origins of the so-called “Bogomil theory” of Islamisation, which suggests that adherents of Bogomilism were more inclined to convert to Islam following the Ottoman conquest due to doctrinal similarities or their marginal position within Christian society. This theory, developed in late Ottoman and modern historiography, has been widely debated and often challenged. Drawing on a comparative and interdisciplinary methodology, the study analyzes abroad range of historiographical sources, examining Ottoman tax registers, narrative accounts, archaeological evidence, and epigraphic materials such as tombstones. These sources and studies reveal that Islamisation was a gradual and complex process, shaped by demographic changes, social mobility, economic incentives, and administrative structures under Ottoman rule, rather than by direct religious continuity with Bogomil beliefs. The research highlights that earlier interpretations overstated the role of Bogomilism, often influenced by ideological and national narratives, particularly in the context of Bosnian identity formation. Modern scholarship increasingly rejects the idea of a direct causal link between Bogomilism and Islamisation, emphasizing instead the diversity of religious experiences and the significance of broader socio-political factors. In conclusion, while the “Bogomil theory” continues to persist in certain historiographical and public discourses, it lacks solid empirical support. The Islamisation of Bosnia should be understood as a multifaceted historical phenomenon, embedded in the wider context of Ottoman expansion, regional dynamics, and evolving identities in Southeastern Europe.

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.

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.

The article explores how Boyan Biolchev’s novella The Resettlement interprets the historical trauma related to the ethnic cleansing and refugee displacement following the Second Balkan War of 1913. The analysis focuses on the symbolism of the lost home, violated identity, and the voiceless suffering of the ordinary person caught in the historical catastrophes of the Balkans. Special attention is given to the way in which the literary text transforms political violence into a universal narrative of human vulnerability, using imagery reminiscent of biblical and mythological motifs. Central characters – the history teacher, the mentally broken Zlatina, the deserter Ivan, and the unnamed child narrator – are examined as bearers of moral insight and traumatic experience. The novella is interpreted as an aesthetic and ethical act of resistance against forgetting, one that restores the dignity of history’s silent witnesses. The narrative’s use of biblical imagery (the olive grove, the Last Supper, the “living lights”) is also analyzed as a means of spiritually reinterpreting suffering. Ultimately, the text affirms literature as a vehicle for preserving cultural memory and as a way of speaking the unspeakable, confronting historical guilt, and preserving humanity in inhuman times.