Настоящото изследване оценява ефекта на специализирана дългосрочна обогатяваща програма по химия, реализирана под формата на извънкласни школи в Софийската математическа гимназия, върху представянето на ученици с изявени дарби (8. – 11. клас) в трите кръга на Националната олимпиада по химия(НОХ). Проведено е квазиекспериментално проучване с 212 ученици от две кохорти, като интервенцията за всяка кохорта обхваща период от три последователни учебни години. Резултатите показват значително по-добро представяне на експерименталните групи (ЕГ) в сравнение с контролните (КГ). Учениците, участващи в програмата, постигат по-висок процент допуснати на общинско (81% срещу 10%) и областно ниво (41% срещу 0%). До националния кръг достигат единствено представители на ЕГ, като 67% от тях се класират в топ 10 и завоюват 15 от общо 18 възможни медала. Данните потвърждават, че обогатяващата програма има положителен ефект върху представянето на учениците на всички етапи на НОХ, като се оказва решаваща за успеха им на нивата с по-висока степен на трудност.

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.

Представени са първото (1984 – 1985) и второто (2011) издание на Червената книга на България. Сравнени са предимствата и недостатъците на двете издания. Изтъкната е необходимостта от създаването на ново, трето издание на Червената книга.