Pedagogical and Social Studies is a successor of the journal Pedagogical Studies (2020) and the Journal of Science, Culture, and Education, published from 2014 to 2019. It is published by the Faculty of Educational Studies and Arts of the Sofia University
ENHANCING TEACHER COMPETENCE IN MULTICULTURAL CLASSROOMS
This article explores the pivotal role of intercultural competence and readiness in teachers operating within multicultural school contexts. It delves into how a teacher's personal history, including their family background, educational journey, and encounters with diverse cultures, significantly influences their ability to effectively engage with and teach students from a variety of cultural backgrounds. Highlighting the importance of comprehensive teacher education programs, the discussion emphasizes the need for curricula that not only impart knowledge of diverse cultures but also foster the essential skills and attitudes for promoting intercultural understanding, empathy, and respect in the classroom. The article argues that fostering such competencies is crucial for creating inclusive educational environments that recognize and value cultural diversity, thereby enhancing the learning experience for all students and preparing them for a globally interconnected world.
Copyright (c) 2025 Константия-Панайота Лукопулу https://creativecommons.org/licenses/by/4.0
CONSTRUCTIVE AND TECHNICAL COMPETENCE DEVELOPMENT IN 6-7-YEAR-OLD CHILDREN IN CONSTRUCTIVE PLAY
The article defines the concept of “constructive-technical competence” and outlines the indicators of the diagnostic procedure for assessing its parameters among 6-7-year-old children. The main characteristics of constructive play, which justify its acceptance as the basic environment for the formation and development of constructive-technical competence in preschool age, are highlighted. The structure of an experimental model for the development of constructive-technical competence in the kindergarten is presented.
Copyright (c) 2025 Боян Иванчев https://creativecommons.org/licenses/by/4.0
FAIRYTALE AND INTERCULTURAL COMMUNICATION
This article aims to underscore the importance of multicultural convergence. It simultaneously explores and elaborates upon the various elements that facilitate the realization of this objective. The article discusses the pivotal role of language in fostering communication and identifying common ground to promote harmonious coexistence. Additionally, it underscores the significance of studying the factors that shape cultural diversity to promote mutual understanding and respect. At the pedagogical level, the article highlights the utilization of literature, particularly fairy tales, as a means to approach interculturalism. It delves into the concept of culture at both intercultural and multicultural levels. Furthermore, it expounds upon strategies for cultivating intercultural awareness and enhancing communication.
Copyright (c) 2025 Апостолос Атанасиос Георгиу https://creativecommons.org/licenses/by/4.0
ICT TEACHING APPROACHES IN PRIMARY EDUCATION IN BULGARIA AND WORLDWIDE: A COMPARATIVE ANALYSIS AND DEVELOPMENT RECOMMENDATIONS
The article explores various approaches to teaching Information and Communication Technologies (ICT) in primary school, with a focus on practices in Bulgaria and other countries such as Finland, the United Kingdom, Japan, the United States (Massachusetts), Russia, Spain, and Switzerland. The main approaches discussed in the paper include teaching ICT as a cross-curricular subject, as a separate subject, or as integrated into other subjects. In Bulgaria, ICT is introduced as a separate subject, "Computer Modeling", in the 3rd grade, but it is also integrated into other subjects’ curricula. However, in an international context, many countries begin ICT education as early as the 1st grade, using cross-curricular and integrative approaches to develop basic digital skills and critical thinking in students. Another focus in ICT education is on game-based learning and internet safety. The analysis highlights the need for earlier and more systematic ICT instruction in Bulgarian schools, as well as the need for better methodological support for teachers, to build a solid foundation for future technological development. The adoption of best practices from other countries is recommended for more effective and comprehensive development of students' digital competences.
Copyright (c) 2025 Lyubka Aleksieva, Gergana Kostadinova, Dayana Ilieva, Dilyana Kenanova https://creativecommons.org/licenses/by/4.0
Copyright (c) 2025 Педагогически и социални изследвания https://creativecommons.org/licenses/by/4.0
Music and emotions – point of intersection during preschool years
This article focuses on the potential of music to activate and develop emotional and social skills of preschoolers. Schemes for consistency in the implementation of tasks, aimed at development of the ability to recognize and express own emotions and emotions of others, to facilitate empathy and smooth communication with others are presented. The tasks can be included naturally in the pedagogical situation in music, without affecting its integrity, content and logical sequence, but they can also be realized in other regime moments in the kindergarten setting. The possible integration and ideas for consistency in the work in the field of education Bulgarian language and literature and music are also outlined. References: Atanasova-Vukova, A. (2019) Muzikalnoto obrazovanie na decata v pyrvite sedem godini. Sofia: Daniela Ubenova. I. Koleva, E. Andreeva, A. Boshnakova i dr. (2018) Programna sistema Ryka za ryka. Kniga za uchitelia za chetvyrta podgotvitelna grupa v detskata gradina i uchilishte. Sofia: Prosveta AzBuki. Ilin, E.P. (2008), Emocii i chuvstva. 2-e izd. Sankt-Peterburg: Piter. Spasova, V. (2018) Razvitie na emocionalnata inteligentnost na 6-7-godishnite deca chrez vyzpriemane na muzika. Blagoevgrad: SWU "Neofit Rilski". Teplov, B. M. (1945) O muzьkalnom prezhivanii. – V: Sbornik prosveshtenьj 35-letiiu nauchnoj deiatelьnosti akad. D. N. Uznadze. Tbilisi, p. 427 - 447. Feledshtejn, D. I. (2010) Prioritetnыe napravleniia psihologo-pedagogicheskih issledovanij v usloviiah znachimыh izmenenij rebenka i situacii ego razvitiia // Biulletenь Vыsshej attestacionnoj komissii Ministerstva obrazovaniia i nauki Rossijskoj Federacii, № 4, p. 20-32. Funtazia.bg. Avtorski resursi za razvitie na sotsialni umenia i emotsionalna inteligentnost https://funtazia.bg/.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
Culture, communication and intercultural misunderstandings: experience-oriented trainings
The affective aspects of intercultural competence are expressed in intercultural sensitivity through active self-motivation for understanding, appreciating and acceptance of differences between the cultures. The article presents experience-oriented trainings as a content of the discipline Intercultural education, regarding these affective aspects of teacher’s intercultural competence. The trainings are related to the concepts of culture, communication and intercultural misunderstandings in modern multicultural society. Their goals include expressing one’s one point of view, experience and perception, discussion and self-reflection. The emphasis is on the reflection in teamwork and taking into account each individual idea. The experience oriented trainings are followed by tasks related to cognitive and behavioural aspects of intercultural competence. References: Chen, G.M., Starosta, W. (1998-1999). A review of the concept of intercultural awareness. In: Human Communication, vol. 2, pp. 27-54. Hofstede Insights: https://www.hofstede-insights.com/country-comparison/. Huber-Kriegler, M., Lázár, I. & Strange, J. (2003). Mirrors and Windows: An Intercultural Communication Textbook. European Centre for Modern Languages, Council of Europe: Graz, ISBN 92-871-5193-8. Intercultural communication resource pack, SALTO Cultural Diversity Resource Centre, UK National Agency, London. Kinast, E.-U., Schroll-Machl, S. (2010). Handbook of Intercultural Communication and Cooperation. Vandenhoeck & Ruprecht GmbH & Co. KG, Göttingen / Vandenhoeck & Ruprecht LLC, Oakville, CT, U.S.A. ISBN 978-3-666-40327-9. Schwartz, S. (2003). A Proposal for Measuring Value Orientations across Nations. The Hebrew University of Jerusalem, Available at: https://www.researchgate.net/publication/312444842 Ting-Toomey, S. (1999) Communicating across Cultures. New York: The Guilford Press Wiio, O. A. (1978). Wiio's laws - and some others. Finland: Welin-Goos.
Scomparative analysis of the educational content of the computer modelling textbooks for the third grade, adopted by the Ministry of Education and Science
Computer Modelling is the newest subject included in the primary school curriculum in the 2018/2019 school year. This article presents a comparative analysis of the content of the five Computer Modelling textbooks for third grade, approved by the Bulgarian Ministry of Education and Science. For the purpose of this study the curriculum that has been in effect since 2018 is used. The educational content is divided into seven categories. The analysis is focused on: the ratio of topics according to their type (for each textbook separately); the aggregated ratio of the types of lessons according to the category, to which they relate (lessons for new knowledge, exercises, and review and revision) for each of the teaching sets. References: Angel Angelov, E. K. (2018). Kompiuturno modelirane za 3 klas. Sofia: Bulvest 2000. Antoaneta Milanova, V. D. (2018). Kompiuturno modelirane za 3 klas. Sofia: Prosveta рlus. Daniela Dureva, M. K. (2018). Kompiuturno modelirane za 3 klas. Sofia: Prosveta. Ivan Dushkov, E. D. (2018). Kompiuturno modelirane za 3 klas. Sofia: Anubis. Rumiana Papancheva, T. G. (2018). Kompiuturno modelirane za 3 klas. Sofia: Izkustva. Uchebna programa po kompyutarno modelirane za 3. klas. MON (2018). Izvlecheno ot MON: mon.bg.
Comparing of structural models in school education in Bulgaria, the Republic of Northern Macedonia and Serbia
The goals of this article are twofold. The first is to describe the structural models of school education in Bulgaria, the Republic of Northern Macedonia and Serbia. To show what primary and secondary education look like with the different cycles and periods they involve. This description is based on the main educational regulations in the countries and the information in the large educational databases on the Internet. The second goal is to make a comparison between the three structural models and to conclude if there are more similarities or more differences between them. The three countries are compared due to their similar social, political and economic characteristics. To a greater extent, the similarities are between the Republic of Northern Macedonia and Serbia. Bulgaria differs from its two neighbors in the number of classes in different educational levels and in the organization of its vocational education. References: Law of Primary Education in Republic of North Macedonia, State Gazette, 5th august 2019. Law on Preschool and School Education Act. Promulgated, State Gazette No. 79/13.10.2015, Effective 1.08.2016. Retrieved 20.02.2021. Law of Secondary Education in Republic of North Macedonia, State Gazette, last change, 67/2017. Retrieved, 20.02.2021. Law of Professional Education in Republic of North Macedonia, State Gazette, last change 145/2015. Retrieved, 20.02.2021. Law of Secondary Education in Serbia, State Gazette, last change 72/09. Retrieved, 20.02.2021. MON: “Shte ima vanshno oceniavane za 4,7 i 10 klas”, https://www.vesti.bg/bulgaria/mon-shte-ima-vynshno-oceniavane-za-47-i-10-klas-6121283. Ordinance on Inclusive Education, State Gazette 86/27th Oct. 2017. School Programs for the 1st Grade of Nine years Primary Education in Republic of North Macedonia, Skopje, Bureau for Education Development, 2007. Law of Foundations of the System of Education and Schooling in Serbia, State Gazette, last change 6/2020, retrieved 20.02.2021. Law of Primary Education and Schooling in Serbia, State Gazette, last change 27/2018, retrieved 19.02.2021. Assesment in Macedonian Educational System. https://eacea.ec.europa.eu/national-policies/eurydice/republic-north-macedonia/assessment-single-structure-education_ro. Description of Serbian Education System. Available at: https://eacea.ec.europa.eu/national-policies/eurydice/content/serbia_en. Description of Education system in Bulgaria. Available at: https://eacea.ec.europa.eu/national-policies/eurydice/content/bulgaria_en. Description of Education System in Republic of North Macedonia. Available at: https://eacea.ec.europa.eu/national-policies/eurydice/content/former-yugoslav-republic-macedonia_en. World Data on Education (WDE), 7th edition, UNESCO. Available at: http://www.ibe.unesco.org/fileadmin/user_upload/Publications/ Teacher Education Programme on Early Numeracy and Literacy in the former Yugoslav Republic of Macedonia, https://www.oecd.org/education/ceri/UNICEF.MCD.SystemNote.pdf. SORS (2019), Statistics on Education, http://www.stat.gov.rs/en-us/oblasti/obrazovanje/. OECD, Education System in Serbia. https://www.oecd-ilibrary.org/sites/72483fab-en/index.html?itemId=/content/component/72483fab-en. European Commission (2019), National Reforms in Vocational Education and Training and Adult Learning. https://eacea.ec.europa.eu/national-policies/eurydice/content/national-reforms-vocational-education-and-training-and-adult-learning-58_en. MoESTD (2018), OECD Review of Evaluation and Assessment: Country Background Report for Serbia, Ministry of Education, Science and Technological Development, Belgrade, 2018.
Foreign Experience and Comparative Research
Signal registration and case monitoring of child abuse in the eyes of experts
The article presents the results of a study among experts in the field of child protection on the effectiveness of existing procedures and systems for reporting and tracking cases of violence and neglect of children; the experience of the services, the problems and difficulties they face in collecting and processing data on cases of violence against children, the need for training, as well as suggestions for improving the work. The results show that there is still no unified system for registration and analysis of cases of violence against children, the information is fragmented and used mainly for the purposes of the relevant institutions. The need to introduce uniform indicators and definitions of different types of violence against children is emphasized, as well as to provide training at different levels. References: Zakon za borba s protivoobshtestvenite proyavi na maloletni i nepalnoletni – DV br. 10/1996 g. Zakon za zakrila na deteto – DV br. 24 ot 22.03.2019 g. Zakon za zdraveto, DV, BR.34 OT 09.04.2020 g. Kerankova, E. (2021). Sistemi za registrirane na sluchai na nasilie nad detsa. V: M.Cholakova (Red.). Aktualni problemi v sotsialnata rabota, (s. 72-86). Blagoevgrad: Universitetsko izdatelstvo "Neofit Rilski". Mehanizam za protivodeystvie na tormoza i nasilieto v institutsiite v sistemata na preduchilishtnoto i uchilishtnoto obrazovanie. Ministerstvo na obrazovanieto i naukata (2017). Available at:: https://www.mon.bg/upload/14362/Mehzm_protivodejstvie_tormoz_281217.pdf. Pravilnik za prilagane na Zakona za zakrila na deteto. DV. br.57 ot 24 Yuli 2009 g. Stancheva-Popkostadinova, V. (2014). Preventsia na nasilie nad detsa. Prakticheska pediatria, br. 9, 2014 (XVI), 4-6. Stancheva-Popkostadinova, V. (2018). Sistema za registrirane i nablyudenie na sluchai na nasilie i prenebregvane na detsa (CAN_MDS) – vazmozhnosti za prilozhenie v Bulgaria. Balkanistichen Forum, 2, s. 162-172. Stancheva-Popkostadinova, V. (2019). Preventsia na nasilie nad detsa-multidistsiplinarna perspektiva. Sofia, PENSOFT. Stancheva-Popkostadinova, V., Kerankova, E. (2016). Problemi i perspektivi pri registrirane sluchai na nasilie i prenebregvane na detsa. V: V. Stancheva-Popkostadinova (Red.). Aktualni problemi v sotsialnata rabota (s. 62-77). Blagoevgrad: Universitetsko izdatelstvo "Neofit Rilski".
Mathematical problem solving in primary school – an experiment in two classrooms
The problem-based learning is not popular in teaching mathematics in primary schools in Bulgaria. In the traditional method, the problem situation is used to introduce new knowledge, which the teacher demonstrates afterwards. Confronting students with learning situations, in which they explore the possible solutions strategies individually or in small groups, is a powerful tool for enhancing the quality of the educational process. In view the advantages and disadvantages of this method to be studied, an experiment was conducted in two classes, in a traditional and in an alternative school, at the end of the 2020/2021 school year. The results support the idea of looking for opportunities research in this direction to be expanded and pedagogical models, including problem solving as an integral part of the teaching and learning process, to be suggested. References: Alekieva, L (2020). STEM in the context of Bulgarian national standards in mathematics education in primary school, Education and arts: Traditions and perspectives. https://fnoi.uni-sofia.bg/wp-content/uploads/2020/11/bizhkov.pdf Atanasova, N. (2014). Problem based learning in the school – archaism or innovation. In: Bulgarian teacher, №2, р.45 – 54, ISSN 1314–9482; Education and development, ISSN 2603–3577. Desev, L. (2018). Psychology Dictionary”. Sofia: Bulgarika. Mincheva, R., Charkova, P., Ivanova., St. (2017). Problem-productive strategy and variations for implementing in the mathematics education in 1-4 grades. In: Student almanac. Vol.4. Stara Zagora: Pedagogical Faculty – Tracian University. Nad 49 000 uchenitsi sa zayavili zhelanie da se yavyat na DZI prez may (2021). Ministry of Education and Scienceq, April 2. https://mon.bg/bg/news/4119 Nowakowa, Z. (2004). Methodology of teaching mathematics in primary years. Sofia: Veda Slovena. Polya, D. (1972) How to solve problems. Sofia: Narodna prosveta. Strategia za uchene prez tselia zhivot. https://eacea.ec.europa.eu/national-policies/eurydice/content/lifelong-learning-strategy-12_bg. Rezultati ot uchastieto na balgarskite uchenitsi ot 4. klas v Mezhdunarodnoto izsledvane na umeniyata po matematika i prirodni nauki TIMSS (2020). Rezultati ot Mezhdunarodnoto izsledvane TIMSS 2019, Tsentar za otsenyavane v preduchilishtnoto i uchilishtnoto obrazovanie, December 9. https://copuo.bg/upload/docs/2020-12/TIMSS2019_resultati.pdf. Izsledovatelska programa i kontseptno-bazirano uchene na International Baccalaureate, Fondatsiya za obrazovatelna transformatsiya. https://transform.bg. Dewey, Jhon., How We Think. Dover Publications; Revised ed. edition (July 10, 1997). International Baccalaureate https://www.ibo.org/. NCTM (2003). Teaching Mathematics Through Problem Solving=Prekindergarden - Grade 6. PISA (2012) Results. Creative Problem Solving. Student`s Skills In Tackilng Real-Life Problems. Volume 5. UN General Assembly, Transforming our world : the 2030 Agenda for Sustainable Development, 21 October 2015, A/RES/70/1, https://www.refworld.org/docid/57b6e3e44.html.
Digital competence – a necessary condition for the future music teacher
The situation of the educational process in the electronic environment in March 2020, due to the epidemiological situation and the spread of coronavirus infection (COVID-19) in the country posed new challenges to school education. The article presents an overview of the skills that future music teachers must have to implement music education in an electronic environment. Emphasis is placed on the need for digitally trained music teachers to realize the learning objectives in both face-to-face and electronic environments. Exemplary activities have been carried out in the course of which competencies are realized, which will ensure unhindered professional realization in the field of school education. References: Lazarova-Georgieva, S. (2012). Obuchenie v digitalna sreda. Veliko Tarnovo: UI “Sv.Sv. Kiril i Metodii”. Saev, S. (2010). Pedagogicheski pogled varhu kompetentnostite na elektronnia student. – V: Savremennoto obuchenie mezhdu teoriyata i praktikata. (s. 158-166) Sofia: UI “Sv. Kliment Ohridski“. Naredbata za izmenenie i dopalnenie na Naredba No 10 ot 2016 g. za organizatsia na deynostite v uchilishtnoto obrazovanie (DV, br. 73 ot 2016 g.). Available at: https://www.lex.bg/en/laws/ldoc/2136904663. (Accessed 27.04.2021). Natsionalna kvalifikatsionna ramka na Republika Bulgaria. Available at: https://www.aubg.edu/documents/1536. (Accessed 27.04.2021). Ofitsialen vestnik na Evropeyskiya sayuz. S 189/22.05.2018. Available at: https://eur-lex.europa.eu/legal-content/BG/TXT/PDF/?uri=OJ:C:2018:189:FULL&from=BG. Veleva, B. (2016). Elektronni formi na distantsionno obuchenie po nemski ezik za studenti ot spetsialnost „Mezhdunarodni otnoshenia“. – V: Sbornik s nauchni dokladi ot Shesta natsionalna konferentsia „Elektronnoto obuchenie vav visshite uchilishta. (s. 47-52) Sofia: UI “Sv. Kliment Ohridski“.
“Authentic voice” – main means of expression on the stage and a necessary component of communication competence
This article discusses the concept of “authentic voice”, originating in theatrical training, in relation with communicative competency and offers specific theatrical techniques for its development in educational practice. The focus is on speech as one of the elements of communication, and its efficiency. Language is one of the elements of communicative competency, which favors social relationships through the creation of texts in the process of social interaction. Linguistic competence includes not just the knowledge of linguistic elements and the rules for their combining, but also the mastery of paralinguistic phenomena such as intonation, prosody and rhythm of speech. These elements are deeply individual and can convey the communicator’s “authenticity”, in other words their personal attitude towards the object of communication. Our claim is that the capacity for such “personal investment” of the communication act, a warrant for its success, can be developed through theatrical techniques. References: Berry, C. (1996). Golos i aktyor. M: Moskovskij fond sohraneniya kuljturyj. Available at: https://royallib.com/book/berri_siseli/golos_i_akter.html. (Accessed: 08.04.2021). Bruk, P. (1978). Praznoto prostranstvo. – V: Izbrani proizvedeniya, prevod El. Sotirova, S.: NI, 1978:26, 159. Chehov, M. (2016). Za tehnikata na aktyora. S.: Iztok- Zapad, s. 59. Eftimova, A. (2007). Kym obcht model na komunikativnata kompetentnost v ezikowoto obuchenie. LiterNet, 26.01.2007, No 1 (86). Available at: https://liternet.bg/publish9/aeftimova/kompetentnost.htm. (Accessed: 08.04.2021). Koleva, I. (2010). Detskata teatralizirana igra kato vyzmozhen pro`it na hudozhestveniya tekst. Plovdiv: Plovdivsko univeristetsko izdatelstvo. Petrov, A. (2005). Komunikativnata kompetentnost – factor za profesionalnata realizaciya na uchitelya po bylgarski. //Bylgarski ezik i literatura (elektronna versiya), No 2. Available at: https://liternet.bg/publish/apetrov/komunikativnata.htm. Yordanova, Y. (2014). Uchitelskiyat habitus, Sotsiologicheski pogled kym profesijata uchitel po literatura. Available at: https://juliajordan.wordpress.com/2014/04/03/uchitelskiat_habitus/. (Accessed: 18.05.2021). Canale, M. (1983). From Communicative Competence to Communicative Language Pedagogy. //Language and Communication. Eds. J.C. Richards and R. W. Schmidt. Longman.
The role of digital resourcesin the practical training of speech therapyand special education students
The application of digital learning resources in promotion of the development of practical knowledge and skills in students is an issue going beyond the challenges of modern educational realities. The creation of a rich set of digital learning resources will enrich and vitalize the educational process for the students of Speech Therapy and Special Pedagogy, both in the electronic and in the traditional learning settings. The purpose of this article is to give rationale for the role and place of the digital learning resources in the teaching of these specialties and highlight student preferences in relation to the application of the types and the focus of the digital resources. Method. 102 students of Bachelor, Master and Doctoral degrees in the specialties of Speech and Language Therapy and Special Pedagogy of Sofia University "St. Kliment Ohridski" took part in an electronic survey (Google form type). The questionnaire contains eight closed questions, some of the answers to which have a Likert-type response scale. The results of the survey reveal the strong preference of students towards the use of digital learning resources - video and audio files - in the course of training. A key finding is that students report that this type of resources promote collaborative comments, facilitated by the lecturer, and a more in-depth review and analysis of greater variety of cases compared to the real learning environment. References: Zheleva, E. (2012). Prakticheskoto obuchenie za formirane na bŭdeshtite meditsinski spetsialisti vŭv vissheto uchilishte, Nauchni trudove na Rusenskiya universitet, Tom 51, seriya 8.3., s. 143-146. Kirilov, R. (2019). Informatsionni problemi na prakticheskoto obuchenie, sbornik Nauchni trudove na UNSS, tom 2, IK-UNSS 185-196. http://unwe-research-papers.org/uploads/ResearchPapers/RP_vol2_2019_No09_R%20Kirilov.pdf, izteglen na 25.01.2021. Lazarova, S. (2016). Faktori za uspeshno prilagane na smeseno obuchenie v sŭvremenniya universitet https://www.mon.bg/upload/13808/05_Stoyanka_Lazarova_VTU.pdf, izteglen na 25.01.2021. Merdzhanov, I. (2014). Elektronnoto obuchenie v akademichen kontekst – predpostavki, formi i granitsi, konferentsiya „Ikonomika i menidzhmŭnt na inovatsiite – sŭvremenni teorii i praktiki“, Varna. https://www.researchgate.net/publication/274080242_Elektronnoto, izteglen na 25.01.2021. Peycheva-Forsayt, R., R. Bozhankova, V. Kovachev, E. Kovacheva. (2020). Strategiya za razvitieto na elektronnoto i distantsionnoto obuchenie v Sofiĭski universitet. https://www.uni-sofia.bg/index.php/bul/content/download/54417/453800/version/2/file/e-learning.pdf, izteglen na 25.01.2021. Brower, N. & Robijns, F. (2014). In Search of Effective Guidance for Pre-service Teachers’Viewing of Classroom Video. In: Calandra B. & Rich, P.J. (Ed.) Digital Video for Teacher Education. NY and London, Routledge Tylor&Francis, https://doi.org/10.4324/9781315871714. Comitee Permanent de Liaison des Orthophonistes-Logopedes de l’Union Europeene, CPLOL (2009). Position Statement on Practice Education during Initial Speech and Language Therapy Education Programs, https://cplol.eu/images/practice-educ_pos_stat.pdf, изтеглен на 05.01.2021. Ilieva, J., Killingley, P., Tsiligris, V. (2019). The shape of global higher education: International Comparisons with Europe. https://www.researchgate.net/publication/333220272 Mercader, C. & Gairín, J. (2020). University teachers' perception of barriers to the use of digital technologies: the importance of the academic discipline. Int J Educ Technol High Educ 17, 4 (2020). https://doi.org/10.1186/s41239-020-0182-x. Sherin, M.G. & Russ R.S. (2014). Teacher Noticing via Video: The Role of Interpretive Frames. In: Calandra B. & Rich, P.J. (Ed.) Digital Video for Teacher Education. NY and London, Routledge Tylor&Francis, https://doi.org/10.4324/9781315871714.
Analysis of the results of a survey on the geometric knowledge and skills studied in primary classes
This article is an analysis of the results obtained after a survey/test with students-pedagogues from two different programs at the Faculty of Educational Studies and the Arts, Sofia University “St. Kliment Ohridski”. The surveyed students, future primary teachers, were in their third year of bachelor’s studies. The purpose of the test was to establish the preparation and knowledge of the students-pedagogues towards the geometric learning material for primary classes before getting acquainted with the topic of “Geometry” in the lecture course in the discipline. During the training of students from two different specialities Pre-school and Primary School Education and Primary School Education and Foreign Language Teaching in seminars and practical exercises on the subject Didactics of Mathematics a test was conducted, including 12 close-ended questions from the study material – geometric knowledge and skills studied from first to fourth grade. The survey disclosed the knowledge of the students-pedagogues. The results were used for scientific purposes in order to formulate conclusions and recommendations related to improving the quality of training of students-pedagogues in the seminar and practical exercises in the respective discipline. This article is part of the research work on the National Program “Young Scientists and Postdoctoral Students” - https://www.mon.bg/bg/100542. References: Kirova, G. (2018). Sravnitelen analiz na geometrichnoto sadarzhanie v novite balgarski uchebnitsi po matematika za treti klas, International scientific conference: Knowledge, Knowledge International Journal, V 28.3, 991-996, Skopie. Kirova, G., Aleksieva, L., Dushkov, Iv., Zafirova, L., Hristova, G. (2017). Izmervane na rezultatite ot obuchenieto po matematika v kraya na chetvarti klas (10-11 godishni uchenitsi), Godishnik na Shumenskia universitet „Episkop Konstantin Preslavski”, tom XXI D, Nauchni trudove ot konferentsia „Inovatsii v obrazovanieto“, Universitetsko izdatelstvo „Episkop Konstantin Preslavski”, 856-874. Kirova, G. (2009). Tipichni greshki po matematika, dopuskani ot uchenitsite pri samostoyatelni raboti (izhodno nivo) v podgotvitelnata grupa/klas i v nachalnite klasove. Nachalno obrazovanie, 4, 24. Uchebna programa po matematika za І klas. (2015). MON, S. (https://www.mon.bg/bg/1699). Uchebna programa po matematika za ІІ klas. (2016). MON, S. (https://www.mon.bg/bg/1997). Uchebna programa po matematika za ІІI klas. (2017). MON, S. (https://www.mon.bg/bg/1689). Uchebna programa po matematika za ІV klas. (2018). MON, S. (https://www.mon.bg/bg/2190). Kirova, G. (2017). The geometric education contents the new study sets of mathematics for first grade, International scientific conference: Knowledge, Knowledge International Journal, V 19.2, Skopie. (Global Impact and Quality Factor 1.322 (2016) ISSN 1857-4439
Innovative methods and techniques for student assessment
Student assessment is a key component in the teaching process. Not only the diagnostic of students' academic achievements but also their motivation and success in school depends on its effectiveness. Assessment is in a dynamic relationship with reflection, which allows for better planning, organizing and conducting teaching and learning. Therefore, assessment must be conducted with a variety of methods and techniques, including non-traditional, to perform its ascertaining, diagnostic, motivational and prognostic functions in the learning process. This article discusses the nature and pedagogical possibilities of some innovative methods and techniques for assessment and reflection. Many of them are used successfully in the work of very effective teachers but are not yet applied in mass practice. References: Andreev, M. (2001). The learning process: Didactics. Sofia: UI „Sv. Kliment Okhridski“. Vassilev, V. (2006). Reflection in knowledge, self-knowledge and practice. Plovdiv: Macros. Gyurova, V., Bozhilova, V., Valkanova, V., Dermendzhieva, G. (2006). Interactivity in the learning process. Sofia: Europress. Delibaltova, V. (2018). Nature and limits of the evaluation of the learning outcomes. In: Chavdarova – Kostova, S., V. Delibaltova, D. Gospodinov. (2018). Pedagogy. Sofia: UI „St. Kliment Ohridski“. Sternberg, R. & Williams, W. (2014). Educational Psychology. Sofia: East-West. Petrov, P. (2016). Modern didactics. Sofia: Avangard Prima. Radev, P. (2005). General school didactics. Plovdiv: UI „Paisii Hilendarski“. ORDINANCE № 11 of 01.09.2016 for evaluation of the results of the students' education Prom. – SG, no. 74 of 20.09.2016, in force since 20.09.2016; ed. and add., no. 78 from 29.09.2017, in force from 29.09.2017. Active Learning and Teaching Methods for Key Stage 1&2. (2007). Belfast: A PMB Publicaton. Black, P. & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21 (1), 5 – 31. Me Inc.Thematic Unit. (2008). Belfast: CCEA. https://ccea.org.uk/. Mueller, J. (2005). The authentic assessment toolbox: enhancing student learning through online faculty development. Journal of Online Learning and Teaching, 1(1), 1 – 7. Mueller, J. (2016). Authentic assessment toolbox. http://jfmueller.faculty.noctrl.edu/ toolbox/whatisit.htm. Ogle, D. (1986) K-W-L: A Teaching Model That Develops Active Reading of Expository Text. The Reading Teacher. 1986, 39, 564 – 570. Saarinen, A., Seitamaa-Hakkarainen, P., & Hakkarainen, K. K. (2017). The functions and benefits of the eportfolio in craft education at the primary level. Design and Technology Education: an International Journal, 21(3). Stan, L. A. (2021). The „Traffic Light“ Method in the Context Evaluation-Self-Evaluation of Preschoolers. Acta Didactica Napocensia, 14(1), 208 – 213. Theodosiadou, D., & Konstantinidis, A. (2015). Introducing e-portfolio use to primary school pupils: Response, benefits and challenges. Journal of Information Technology Education: Innovations in Practice, 14(1), 17 – 38. Wiggins, G. P. (1993). Assessing student performance: Exploring the purpose and limits of testing. Jossey-Bass. Moon, J. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. London, NY: Routledge. Gibbs, G. (1988). Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic. Yang, J. (2018). Teachers’ Role in Developing Healthy Self-esteem in Young Learners: A study of English language teachers in Finland. Joensuu: University of Eastern Finland. Black, P. & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21 (1), 5 – 31. Möller, J., & Marsh, H., W. (2013). Dimensional Comparison Theory. Psychological Review, 120 (3), 544 – 560.
innovative methods and techniques for assessment and reflection of students
Concepts about nature in primary school students
Human beongs are intrinsically connected with nature. Since the very beginning to the present, none of human basic needs had been satisfied without the use of natural resources. Pollution of air, soil and water today are enormous and poses an imminent threat to human life, posing new challenges to humanity. Among the concepts that have emerged concerning the problems of environmental protection and restoration, environmentalism has found wide resonance in education at various levels. At the primary level of education, students need to understand the concepts related to ecology, mastering them correctly, thoroughly and permanently. In this regard, mental operations and stimuli from the learning process and the overall external environment are essential. On the basis of the ecological concepts through effective environmental education to develop environmentally friendly behaviour and environmentally friendly lifestyle, to form an ecological culture. References: Desev, L. Dictionary of Psychology. 1979, p. 121. Desev, L. Dictionary of Psychology. 1999, p. 491. Hristova, S., Boycheva, V. Ecology and Education. Sofia, 1997. Kraig, G. Developmental Psychology. "Peter", 2000, p. 475. Krasnykh, V.V. Ethnopsycholithology and linguoculturology: a course of lectures. -M.: ITDGK "Gnosis", 2002, p. 12, 284. Kubryakova, E. S., Demyankov, V. Z., Pankarts, Yu .G., Luzgina, L. G. A short dictionary of cognitive terms. - M.: Publishing house of Moscow State University. M.V. Lomonosov, 1996, p. 30-96. Mircheva, I., Dzambazova, E. Touching nature. 2006. Petrova, V. 12 interactive methods in teaching in the Homeland, Surrounding World, Man and Nature, Man and Society in I - IV grade. Stara Zagora, 2009. Petrova, V. Children's Concepts of Nature. St. Zagora, 2005. Piryov, G., Desev, L. Pedagogical Psychology. Second Edition, 1979, p. 121-129. Piryov, G. The Child "Veda Slavena". Sofia, 1998. Piryov, G. Pedagogical Psychology. Sofia, 1956, p. 67-83. Piryov, G. Pedagogical Psychology. S., 1971, 110-111. Piaget, J. Psychology of the intellect. Logic and psychology. M. "Enlightenment", 1992, p.127. Slavyanova, L. Scientific Papers of the University of Ruse, 2016, Volume 55, Series 11. Stamatova, R. Ecological education of students from I to IV grade "From theory to practice". Burgas, 2007. Stamatova, R. Entertaining ecological aspects in the education of the Homeland, Surrounding world, Man and nature I-IV class. Burgas, 2007. Tolstoy, N. I. Selected Works. T. I. Slavic lexicology and semasiology. Moscow, 1997, p.312. Vasileva, E. The Child in Primary School. Sofia, 2002. Vasileva, E. The Modern Primary School-Reality and Challenges. Sofia, 2004. Vasileva, E. The Lesson in Primary School. Sofia, 2004. Toman, U. (2018). An investigation into the learning of ecological concepts. European Journal of Educational Research, 7(3), 631-628. doi: 10.12973/eu-jer.7.3.631. Johnson, B. and Činčera, J. University of Arizona, Tucson, Arizona, USA, b. Masaryk University, Brno, Czech Republic; Studies in Educational Evaluation.
The role of the pedagogical advisor for the inclusion of students in forms of multisectoral cooperation
The present article describes the results of a study conducted with the main goal of establishing the professional direction of the managers of school projectsdesignated to involve students in extracurricular forms of learning about a healthy lifestyle, implemented in multisectoral cooperation. It was found that the majority of managers are pedagogical advisors who succed to provoke the interest of students to actively participate in the activities. The multi-sectoral approach facilitates the socialisation of the class. Students are introduced to different sectoral policies in the fields of education, health, youth and sport, culture, ecology and the child protection system. References: Damyanov, K. (2023). Pozitsionirane na sotsialnia pedagog v preventsiyata na otpadaneto ot uchilishtno obrazovanie, Pedagogika, 95 (1), s. 76-85. Damyanov, K. (2019). Pomagashtite profesii i uchilishtniyat miks garantirat uspeh na obrazovatelnite politiki. V: Natsionalen institut za obrazovanie i priobshtavashti politiki - http://niopp.eu/news/kaloian-damianov-pomagashtite-profesii-i-uchilishtniiat-miks-garantirat-uspeh-na-obrazovatelnitepolitiki-40.html. Zdravkova, B. (2014). Za dlazhnostta na pedagogicheskia savetnik i iziskvaniyata kam negovata profesionalna kvalifikatsia, Pedagogika, 86 (1), s. 41-47. Kuzmanova-Kartalova R. (2004). Sotsialniyat pedagog i uchitelyat - partnyori pri lichnostnoto izgrazhdane na uchenika, Pedagogicheski almanah, 12 (1-2), s. 7 - 16. Todorina, D. (2015). Konsultativnata deynost na pedagogicheskia savetnik v uchilishte, Godishnik na Fakulteta po pedagogika „Pedagogicheskata nauka – teoria i praktika“, kn. 3. Blagoevgrad: UI „Neofit Rilski“, s. 75-89. Todorina, D. i dr. (2015). Pedagogicheskiyat savetnik v savremennoto balgarsko uchilishte, Chast I. Blagoevgrad: UI „Neofit Rilski“.
Capabilities of attaining economic literacy through the scholastic content in History and Civilizations for 8th grade
The objective of this article is to make clear how scholastic content in the subject history and civilizations in the 8th grade contributes to the formation of notions about economic life in the Modern Age as well as to the formation of economic literacy of the school students. Learning about the period from the end of 15th century until the beginning of 20th century gives the school students a chance to acquire some important economic concepts. The article examines, analyzes and compares the current schoolbooks and textbooks with regard to the above purpose. Any good examples are pointed out, which o the biggest extent contribute to the formation of the school students’ initial economic literacy which is an important part of the formation of their civic culture. Young people’s knowledge about economic life in the past can be useful for them with respect to their future successful inclusion in the economic and social life of the Bulgarian society. References: Gavrilov, B., Slavchev, K., Stoimenova, B. (2017). Istoriya i tsivilizatsii za 8. klas. izd. „Prosveta“, Sofiya. Grozev, K., Mihneva, R., Zarkov, T., Nikolova, M. (2017). Istoriya i tsivilizatsii za 8. klas. „Daniela Ubenova-Daniela Bilanska“ ET, Sofiya. Darzhaven vestnik, br. 79, 13 oktomvri 2015 g. Zakon za preduchilishtnoto i uchilishtnoto obrazovanie. Zahariev, Z. (2001). Grazhdansko obrazovanie, Kniga za uchitelya. Sofiya. Kolarova, Ts. (2014). Grazhdansko obrazovanie v universiteta. Sofiya. Matanov, Hr., Vachkov, D., Stoyanov, B., Tabakova, K., Karaboeva, E. (2017). Istoriya i tsivilizatsii za 8. klas. IK Anubis, Sofiya. Pantev, A., Pavlova, V., Velinova-Trencheva, Z., Kostadinova, P., Botev, R. (2017). Istoriya i tsivilizatsii za 8. klas. izd. Bulvest 2000, Sofiya. Tolmacheva, R. P. (2003). Ekonomicheska istoriya. Moskva. Yadgarov, Ya.S. (2009). Istoriya ekonomicheskih ucheniy. Moskva. Uchebna programa po istoriya i tsivilizatsii za VІІІ klas (obshtoobrazovatelna podgotovka). Available at: https://www.mon.bg/bg/1999, accessed 22.04.2021 г. Valchev, R. (2003). Obrazovanie za demokratichno grazhdanstvo. Kniga za uchitelya. Sreden kurs. Sofia. Broadberry, Federico & Klein. (2010). Sectoral developments, 1870–1914. – The Cambridge Economic History of Modern Europe. 2: 1870 to the Presents. Cambridge. Cameron, R. (1993). A Concise Economic History of the World: From Paleolithic Times to the Present. Second Edition, Oxford. Carreras, Alb., Josephson, C. (2010). Aggregate growth, 1870 – 1914. Growing at the production frontier – The Cambridge Economic History of Modern Europe. 2: 1870 to the Presents. Cambridge. Dennison, Tr., Simpson, J. (2010). Agriculture – The Cambridge Economic History of Modern Europe. 1: 1700 – 1870. Cambridge.
Problematic aspects of the activity of the psychologist in social services
The article outlines some problematic aspects of the psychologist’s activity within social institutions. The normative documents affecting the duties of psychologists in social work are described. Two cases of psychologists working in the social service system are presented. The positive and negative aspects of their work and the confusion of their activity with that of social pedagogues and social workers are discussed. References: Agentsiya za sotsialno podpomagane (ASP). Dopalnitelna informatsiya za planirane na sotsialnite uslugi, https://asp.government.bg/uploaded/files/7049-Dopalnitelna-informatsiya-za-planiraneto-na-sotsialnite-uslugi.pdf Bogdanova, M. & Kriviradeva, B. (2022). Sotsialnata rabota kato nauchno-praktichesko pole i spetsifiki pri podgotovkata na badeshtite spetsialisti. Godishnik na SU. Kn. Sotsialni deynosti. T. 114-115, s. 5-60. Zakon za sotsialnite uslugi v sila ot 2020 godina https://lex.bg/bg/laws/ldoc/2137191914 Levkova, I. (2018). Yerarhichnata priroda na konsultativniya protses. Upravlenie i obrazovanie, t. 14, № 4, s. 75 – 79, ISSN 13126121 Mihaylova, A. (2022). Predpostavki za vaznikvane na komunikativni barieri v sotsialnata rabota. Sotsialna rabota, t. 10, № 1, s. 32 – 50, ISSN 1314-9644. Mihaylova, N. (2020). Kartografirane na raboteshtite v sotsialnata sfera i svarzanite sektori. Finalen doklad. UNITSEF Balgariya. Naredba za kachestvoto na sotsialnite uslugi, 2022 https://lex.bg/bg/laws/ldoc/2137223813 Petrova, Kr. (2013). Psihologiya na sotsialnata rabota kato nauchna izsledovatelska problematika i uchebna distsiplina. V: Znanieto – traditsii, inovatsii, perspektivi, tom 2. Burgas: Eks-Pres, 244–247, ISBN 978-954-9370-95-9. Available from: https://www.bfu.bg/upload/izdania-BSU/conf-2013-tom1-02.pdf [Viewed 2023-9-5]. Petrova-Dimitrova, N. (2001). Osnovi i metodi na sotsialnata rabota. Sofiya: Litera. Petrova Dimitrova, N. (2014). Sotsialna pedagogika i sotsialna rabota. V: Kl. Sapundzhieva (sast.). Akademichni poleta na sotsialnata pedagogika. Sofiya: UI „Sv. Kliment Ohridski“, 107-157, ISBN 978-954-07-3800-0. Pravilnik za prilagane na zakona za sotsialnite uslugi (PPZSU) Pumpalova, E. (2020). Pedagogicheskoto konsultirane kato instrument na sotsialniya rabotnik v poleto na rabota s detsa i semeystva. Sotsialna rabota, t. 8, № 1, s. 44 – 55, ISSN 1314-9644. Staneva, Ya. (2022). Superviziyata v sotsialnopedagogicheskata rabota na spetsialisti s detsa i uchenitsi. Pedagogika, t. 94, № 5, s.633 – 647, ISSN 0861–3982. Hachtel, H., Vogel, T., & Huber, C.G. (2019). Mandated treatment and its impact on therapeutic process and outcome factors. Front. Psychiatry. 10:219. doi: 10.3389/ fpsyt.2019.00219.
Evolution of the concept of "inclusive education" in international documents
Inclusion in the modern world is a concept whose content is deployed at different levels - as a phenomenon, as a priority, as a value, as a goal, etc. It is defined in documents of various international institutions and organizations such as UNICEF, UNESCO, the Council of Europe, the United Nations and the European Union, etc. The purpose of this article is to present the main points in the definitions of inclusive education in the normative documents of international institutions and organizations. References: Booth, Т., & Ainscow, M. (2002). Index for inclusion: developing learning and participation in schools. Sofia: Centre for Studies on Inclusive Education (2011), http://www.csie.org.uk/inclusion/what.shtml Vseobshta deklaratsia za pravata na choveka, https://www.cpdp.bg/?p=element&aid=32 Donali, V., Uotkins, A. (2021). Osnovni printsipi: Podkrepa za razrabotvaneto i prilaganeto na politiki za priobshtavashto obrazovanie. Evropeyska agentsia za spetsialni obrazovatelni potrebnosti i priobshtavashto obrazovanie, ISBN: 978-87-7110-941-2, s.7 Marcheva-Yoshovska, P. (2023). Resursno podpomagane na detsa i uchenitsi sas spetsialni obrazovatelni potrebnosti. Treto preraboteno i dopalneno izdanie. Veliko Tarnovo: Faber, ISBN: 978-619-00-1434-8. Takvoryan-Solakyan, B. (2016) Strategiyata „Obrazovanie za vsichki“ i preventsia na otpadenoto ot uchilishte. S.: IK „Fenomen, ISSN: 978-954-549-115-3. Todorova, S. (2023). Klyuchovite kompetentnosti v savremennoto obrazovanie. Sb. dokladi ot Godishna universitetska nauchna konferentsia, Izdatelski kompleks na NVU " Vasil Levski", Veliko Tarnovo, s. 1883-1890, ISSN 2367-7481. Bowen, G. (2009) Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9. 27-40. 10.3316/QRJ0902027. Bose, В., Heymann, J. (2020) Do inclusive education laws improve primary schooling among children with disabilities? International Journal of Educational Development, Volume 77, 102208, ISSN 0738-0593, https://doi.org/10.1016/j.ijedudev.2020.102208 Convention on the Rights of the Child (1989): https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child (8.12.2023 г.) Global education monitoring report (2020): Inclusion and education: all means all, UNESCO, ISBN: 978-92-3-100388- 2, https://doi.org/10.54676/JJNK6989. Haug, P. (2017) Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability research, DOI: 10.1080/15017419.2016.1224778, https://storage.googleapis.com/jnl-su-j-sjdr-public/journals/1/pageHeaderLogoImage_en_US.png?t=1686846960376, (8.12.2023 г.) Incheon Declaration and Framework for Action for the implementation of Sustainable. Development Goal 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, Рaris, (2015), https://unesdoc.unesco.org/ark:/48223/pf0000245656 Inclusive education for persons with disabilities – Are we making progress? (2019). Background paper prepared for the International Forum on inclusion and equity in education – Every learner matters, Cali, Colombiа, UNESCO, https://unesdoc.unesco.org/ark:/48223/pf0000370386 United Nations (2016), https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/article-24-education.html (8.12.2023 г.) Kaplan, I., Bista, M. (2022) Welcoming diversity in the learning environment: teachers' handbook for inclusive education, UNESCO, ISBN 978-92-9223-692-2 The Association for Inclusion (ALLFIE), https://www.allfie.org.uk/definitions/what-is-inclusive-education (8.12.2023 г.) https://www.un.org/development/desa/disabilities/convention-on-the-rights-ofpersons-with-disabilities/article-24-education.html (8.12.2023 г.) https://www.unicef.org/education/inclusive-education (8.12.2023 г.) https://www.unesco.org/en/inclusion-education (8.12.2023 г.)
Attitudes of students in educational studies towards the risks and benefits of the web and perceived social norms
This article presents the results of a qualitative study conducted with 134 humanities graduate students aged 25-50. The main research questions are: what are the users' attitudes and evaluation of how they use the Web, to what extent and in what direction are the benefits and risks considered in this regard, and what are the perceived social norms and messages in virtual environment. The results reflect a prevalence of perceived positives versus negatives, as well as respondents declaration on the different ways and skills of users to search and rely on information in the web. In regard to notions of the ideal body, the successful person and the modern man, social norms have their place, however it is parallel to the maintained personal opinion. All this is analyzed with reference to the importance of building and maintaining an active attitude of reflection and self-reflection and critical thinking from as early an age as possible. References: Bakalova, D., Bakracheva, M. & Mizova, B. (2015). Happiness and life satisfaction: In search of the way to yourself, Sofia: Colbic. Bakalova, D., Mizova, B. & Bakracheva, M. (2009). Self-presentation and self-image management on social networking sites. In: Proceedings „Applied Psychology in Bulgaria: Opportunities and Perspectives“, Varna, ISSN 1314-0507, 180-191. Bakracheva, M. & Bakalova, D. (2010). Virtual identity and identity style of the Internet user. Psychological Research, 2, 161-168. Bakracheva, M. & Bakalova, D. (2011). A theoretical framework for the study of virtual identity as a component of the psychosocial identity of the e-consumer. Bulgarian Journal of Psychology, 1-2, 63-82. Bakracheva, M., Bakalova, D. & Mizova, B. (2014). Effect of comparisons in virtual and real environment on happiness and life satisfaction. Bulgarian Journal of Psychology, 1-3, 254-271. Bakracheva, M. & Manolov, M. (2019). The many faces of the Self (The self-concept in the contemorary reality), Sofia: Colbis. Mizova. B. & Bakracheva, M. (2008). Psychological and ethical dimensions of media reality, In: Proceedings Morality in Bulgarian media, Sofia, 199-205. Ainsworth, S. & Baumeister, R. (2016). A Meta-Analysis of Social Networking Online and Social Capital. Review of General Psychology, 20, 369–391. 10.1037/gpr0000091. Bakracheva, M. & Manolov, M. (2016). Reality and self-detachment after long time spent on social networking in relation to meaning in life. International Journal Knowledge, Scientific Papers vol. 14.1, 423-428, ISSN 1857-92. Bakracheva, M. & Totseva, Y. (2017). Contextual and individual factors determining the belief in conspiracy theories in Bulgaria. In: Proceedings from 3rd International Conference on Education, Culture and Identity, The Future of Humanities, Education and Creative Industries, Sarajevo, ISSN 2566-4409, 309-323. Gambo, Sarah & Apuke, Oberiri. (2017). Benefits of Accessing Health Information on Social Media among Female Students: A Study in a Nigerian Public University. Global Journal Of HUMAN-SOCIAL SCIENCE: A Arts & Humanities – Psychology, 17, 23-29. Hruska J, Maresova P. (2020). Use of Social Media Platforms among Adults in the United States—Behavior on Social Media. Societies. 2020; 10(1):27. https://doi.org/10.3390/soc10010027 Huang, C. (2021). Correlations of online social network size with well-being and distress: A meta-analysis. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 15(2), 3. https://doi.org/10.5817/CP2021-2-3 McKenna, K.Y.A. & J.A. Bargh (2000) Plan 9 from Cyberspace: the Implications of the Internet for Personality and Social Psychology, Personality and Social Psychology Review, 4(1), 57-75. Papademetriou, C.; Anastasiadou, S.; Konteos, G.; Papalexandris, S. (2022) COVID-19 Pandemic: The Impact of the Social Media Technology on Higher Education. Educ. Sci. 2022, 12, 261. https://doi.org/10.3390/educsci12040261. Suler, J. R. (2002). Identity management in cyberspace. Journal of Applied Psychoanalytic Studies, 4(4), 455–459. Suler, J. (2004). The online disinhibition effect. CyberPsychology and Behavior, 7, 321-326. TEACH – Targeting Extremism and Conspiracy Theories. (2022). Retrieved on 27.04.2022 from https://www.idd.uni-hannover.de/en/research/projekte/teach/#c89158. Turkle, S. (1995) Life on the screen: Identity in the age of the Internet. New York: Simon and Schuster. Volkmer, I. (2021). Social media and COVID-19. A global study of digital crisis interaction among Gen Z and millennials. Key results of an international study conducted by wunderman thompson, university of melbourne, pollfish and the world health organization. ISBN 978 0 7340 5669 6. Wright, K. & Hu, B. (2018). A meta-analysis of Social Network Site use and social support. Computers & Education. 127. 10.1016/j.compedu.2018.08.024. Yang, Q., Liu, J., & Rui, J. (2022). Association between social network sites use and mental illness: A meta-analysis. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 16(1), 1. https://doi.org/10.5817/CP2022-1-1 Zhao, S., Grasmuck, S., & Martin, J. (2008). Identity construction on Facebook: digital empowerment in anchored relationships. Computers in Human Behavior, 24(5), 1816-1836. http://dx.doi.org/10.1016/j.chb.2008.02.012
Strategies for dealing with challenging behaviour in work with children
Children with challenging behaviour are one of the most vulnerable groups in terms of dropping out of school, rejection from the community and are often subject to physical aggression and social exclusion. Working with them and providing support is becoming increasingly important. The capacity of professionals to respond is important to effectively manage children's behaviour. This article aims specifically to highlight some effective strategies for dealing with challenging behaviour. References: Nikoloaeva, S. (2012). Menidjmunt na klasa. Strategii, tehniki I kompetentsii. Eks-Pres Nikolov, C., (2020). Spravyane s predizvikatelnoto povedenie pri rabota s deca v uchilishtna i izvanuchilishtna sreda. Pedagogika 92 (2). Ranev, A. (2022). Pozitivno vazpitanie i povedencheska promyana pri rabota s deca s predizvikatleno povedenie. Universitetesko izdatelstvo. Ranev, A., Ts., Nikolov (2017). Pozitiven podhod i fizicheska namesa pri rabota s detsa s predizvikatelno povedenie. In: sp. Pedagogika, kn. 4. Sofia. Ranev, A., Ts., Nikolov (2014). Preventsia I krizisna interventsia pri rabota s detsa s povedencheski zatrudnenia. In: Sapundgieva, K. (red.) Akademichni poleta na sotsialnata pedagogika. Sofia. Staneva, Ya. (2017). Kriterii za rezilians pri roditeli s risk ot razdyala s decata im. (izsledvane na sluchay). Pedagogika, 7/2017. Furman, B. (2007). Metodyt detski umenia. Sofia. Blair, K., Fox, L. (2011). Facilitating Individualized Interventions to Address Challenging Behavior. Center for Early Childhood Mental Health Consultation. https://www.ecmhc.org/documents/CECMHC_FacilitatingToolkit.pdf Emerson, E., Bromley, J. (1995). The form and function of challenging bahaviours. Journal of Intellectual Disability Research. Volume 39, Part 5, October. https://www.google.com/search?q=https://www.researchgate.net/profile/Eric Mayer, M., Acker, R., Lochman, J., Gresham, F. (2009). Cognitive-Behavioral Interventions for Emotional and Behavioral Disorders the Guilford Press. Musa, S., Dergaa, I., (2022). A Narrative Review on Prevention and Early Intervention of Challenging Behaviors in Children with a Special Emphasis on COVID-19 Times. In: Psychology Research and Behavior Management. Volume 15. 1559–1571. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9234312/.
Parents' attitudes and satisfaction with the "Community Support Centre" interaction
The article highlights the evaluation of one of the newest social services in the community – Community Support Centre. Data from a survey conducted with parents, voluntary and involuntary beneficiaries of social services at the Community Support Centre (CSC) are presented. The aim is to explore their attitudes and satisfaction with the interaction with professionals regarding the support provided in the CSC by those working directly with parents and/or their children. References: Petrova-Dimitrova, N. (2014) Sotsialna pedagogika, ili pedagogika na sotsialnata rabota, Sofia. Hristova-Mihaylova, N. (2019) Avtoreferat za prisazhdane na ONS doctor, Efektivnost na rabotata sys semeistva na detsa, polzvashti sotsialni uslugi v obshtnostta. http://rd.swu.bg/media/80067/avtoreferat.pdf Tsvetanova, V. (2021) Sotsialnopedagogicheski harakteristiki na priemnata grizha, Blagoevgrad, UI „Neofit Rilski“. Zakon za socialnite uslugi v sila ot 2020 godina. https://www.lex.bg/bg/laws/ldoc/2137191914 Zhecheva, E. (2019) Balgarskiyat model na de-institutsionalizatsiyata na grizhata za detsa. V: Sbornik ot Sedma mezhdunarodna nauchna konferentsiya „Savremennoto obrazovanie-usloviya, predizvikatelstva i perspektivi“, Blagoevgrad, YuZU „Neofit Rilski“.
Teachers' views on linguistic and cultural diversity of preschool and primary school children
This article examines teachers' views on linguistic and cultural diversity of children in preschool and primary school. Teachers' views reveal that their knowledge is limited and they are asked to teach students based on their personal beliefs and efforts. The teachers' lack of knowledge about linguistic and cultural diversity affects both the direct contact they have with the children and the cooperative relationships with their parents. This implies communication problems between them which in turn affect the education of children who have linguistic and cultural diversity. The need for teacher training is therefore highlighted in order to be able to effectively utilize the cultural and linguistic capital of children and their families at all levels. References: Androulakis, G., Gkaintartzi, A., Kitsiou, R. Tsioli, S. (2017). Parents-Schools’ Communication and Albanian as a Heritage Language in Greece. Στο P.P. Trifonas T. Aravossitas (Επιμ), Handbook of Research and Practice in Heritage Language Education, Springer International Handbooks of Education (1-18). New York: Springer. Balabanidi, Z., & Pozoukidis N. (2010). Detection of their training needs of teachers in intercultural education: A case study. In the P. Geogogiannis & Baros V. (Ed.), Intercultural Education – Immigration-Conflict Management and Pedagogy of the Republic. 13ο Alexandroupolis International Conference, 7-9 May 2010 (Volume II, pp. 192-203). Patra. Gkaintartzi, A., Kiliari, A., & Tsokalidou, R. (2015). ‘Invisible’ Bilingualism ‘Invisible’ Language ideologies: Greek Teachers’ Attitudes towards Immigrant Students’ Heritage Languages. International Journal of Bilingual Education and Bilingualism, 18(1), 60-72. Hasan, R. (2006). Literacy, everyday speech and society. In A. Charalambopoulos (Ed.), Literacy, society and education – Five studies (pp. 134-189). Thessaloniki: Institute of Modern Greek Studies, Manolis Triantaphyllides Foundation. Kondyli, M. & Stellakis, N. (2006). Literacy practices in pre-primary education: one program, two approaches. In P. Papoulias – Tzelepis, A. Fterniati & K. Thivaios (Eds.), Research and Practice of Literacy in Hellenic Society (pp. 159-180). Athens: Greek Letters. Maligkoudi, C., & Tsaousidis, A. (2020). Attitudes of teachers who teach in Refugee Reception and Education Structures (Refugee) opposite education of refugee students. Research in Education, 9 (1), 22-34. Maligkoudi, C., Tolakidou. P., & Chiona. S. (2018). “It is not bilingualism. There is no communication”: Examining Greek teachers’ views towards refugee children’s bilingualism: A case study. Dialogoi! Theory & Praxis in Education, 4, 95-107. Mattheoudakis, M., Chatzidaki, A., & Maligkoudi, C. (2017). Greek teachers’ views on linguistic and cultural diversity. Selected Papers on Theoretical and Applied Linguistics, 22, 358-371. OECD & European Union (2018). Settling In 2018: Indicators of Immigrant Integration. Brussels: OECD Publishing OECD. Stellakis, N., (2012). Greek kindergarten teachers’ beliefs and practices in early literacy. Literacy, 46(2), 67-72. UNICEF (2019). A world ready to learn: Prioritizing quality early childhood education: Global report. New York: UNICEF.
Foster family support in the context of foster care implementation
The article attempts to outline the nature and importance of foster family support as a temporary environment for raising and educating children at risk. The need for socio-pedagogical and psychological support stems both from the statutory requirements and from the specific critical moments in the interaction in the "foster parents-foster child-biological parents" subsystem. Based on the opinions of experts from the social system and professional foster families, the research provides further arguments for the importance of team support involving state institutions and informal structures. On the one hand, the support ensures a smooth adaptation of the child in a foster environment and creates opportunities for adequate cooperation with him/her, on the other – professionally motivates the foster parents for their socially responsible role. References: ASP. Ekspertite po priemna grizha reagirat na problema s nezaetostta na registrirani priemni semeystva. https://asp.government.bg/bg/novini-i-akcenti-asp/ekspertite-po-priemna-grizha-reagirat-na-problema-s-nezaetostta-na-registrirani-priemni-semeystva/ ASP. Osnovni napravlenia po zakrila na deteto. https://asp.government.bg/bg/deynosti/zakrila-na-deteto/osnovni-napravleniya-priemna-grizha/ Basheva, H. (2018). Ideologiyata na priemnata grizha – takava, kakvato doyde v Bulgaria. Sb. „Zhiva starina. Nauchnoto nasledstvo na Dimitar Marinov (1846–1940)“ s. 178-190. Sofia: Izdatelstvo na BAN „Prof. Marin Drinov“. <a href="https://www.google.com/search?q=https://www.researchgate.net/profile/Petya-Bankova/publication/364622605_Izdatelstvo_na_BAN_Prof_Marin_Drinov_DNI_NA_KULTURNOTO_NASLEDSTVO_V_INSTITUT_ZA_ETNOLOGIA_I_FOLKLORISTIKA_S_ETNOGRAFSKI_MUZEJ_-BAN/links/6353bc8b8d4484154a23dac4/Izdatelstvo-na-BAN-Prof-Marin-Drinov-DNI-NA-KULTURNOTO-NASLEDSTVO-V-INSTITUT-ZA-ETNOLOGIA-I-FOLKLORISTIKA-S-ETNOGRAFSKI-MUZEJ-BAN.pdf%23page%3D177">https://www.google.com/search?q=https://www.researchgate.net/profile/Petya-Bankova/publication Bogdanova, (2009). Izostavyaneto na detsa – preventsia i alternativi. Sofia: Avangard Prima. Borisova, M. (2007). Priemnata grizha v kadar i perspektiva. Sofia: Avangard Prima. Borisova, V. (2001). Sotsialno-pedagogicheska pomosht pri motivirane na priemnoto semeystvo. Obshtestveno vazpitanie, 6, 35 – 38. Borisova, M. (2006). Semeynite domove v Bulgaria – parvoobraz na profesionalna priemna grizha. FITsE-Bulgaria. Byuletin septemvri. s. 59-64. Georgieva, M. (2006). Opitat na ODZ – Varna pri vavezhdaneto i razvitieto na priemnata grizha. FITsE-Bulgaria. Byuletin septemvri. s. 23-30. Deyvis, R. (2008). Nabor ot instrumenti za orientirana kam semeystvoto sotsialna rabota. Detsko blagopoluchie – ot preventsia kam zakrila. Proekt „Populyarizirane i razvitie na alternativni formi na grizha za detsa, lisheni ot roditelska grizha v Bosna i Hertsegovina”. Save the children UK. Dzhordzh, Sh., N. Audenhovan. (2004) Priemnata grizha – uchastnitsi i vzaimodeystvia. Fondatsia „Svobodna i demokratichna Bulgaria”. Sofia: TVR Print OOD. Zhecheva, E. (2019). Sazdavane na sistemata za zakrila na deteto i razvitie na natsionalnite politiki. Pedagogika, tom 91, br. 1 s. 100 – 111. Zakon za zakrila na deteto. (ZZD) Obn. DV. br.48 ot 13 Yuni 2000g, izm. i dop. DV. br.62 ot 5 Avgust 2022g. Dopalnitelni razporedbi, t. 11. Zlatkova-Doncheva, K. (2018). Mentorstvoto i detsata v risk. Burgas: Libra Skorp. Kuzmanova-Kartalova, R. (2004). Sotsialniyat pedagog i uchitelyat – partnyori pri lichnostnoto izgrazhdane na uchenika. Pedagogicheski almanah, tom 12, 1. s. 7-16. UI VTU „Sv. sv. Kiril i Metodiy“. http://journals.uni-vt.bg/almanac/bul/vol12/iss1/2 Kriviradeva, B., B. Tsvetkov. (2010). Rolyata i myastoto na sotsialno-pedagogicheskite internati i vazpitatelnite uchilishta-internati v sistemata za prevantivno-korektsionna deynost. Godishnik na SU „Sv. Kliment Ohridski“, kn. Sotsialni deynost, tom 103. s. 169-190. UI „Sv. Kliment Ohridski“. Kuteva-Tsvetkova, V. (2008). Otnosno nauchnia statut na sotsialnata pedagogika. Pedagogicheski almanah, tom. 16, 2. s. 7-33. UI VTU „Sv. sv. Kiril i Metodiy“. http://journals.uni-vt.bg/almanac/bul/vol16/iss2/2 Metodika za usloviyata i nachina na predostavyane na sotsialnata usluga „priemna grizha“. https://chrdri.net/sites/default/files/uploads/elibrary/05/МЕТОДИКА.pdf Narachnik za priemna grizha. https://www.iss-bg.org/pic/Naruchnik_fostercare_bg.pdf Natsionalna strategia „Vizia za deinstitutsionalizatsiyata na detsa v Republika Bulgaria“. https://www.mlsp.government.bg/uploads/35/sv/10pr008-2pr-1.pdf Petrova-Dimitrova, N. (2009). Razvitie na alternativni uslugi, vklyuchitelno priemna grizha v konteksta na reformata na sistemata za zakrila na detsata – opitat na Bulgaria. s. 1-20. https://nmd.bg/wp-content/uploads/2009/10/Razvtie_alternativni_uslugi_za_detsa.pdf Pravilnik za prilagane na ZZD. Obn. DV. br.66 ot 25 Yuli 2003g., izm. i dop. DV. br.2 ot 8 Yanuari 2021g. Glava peta , chl. 46, „a“, chl. 57v. Proekt „I az imam semeystvo“. Informatsionna sistema za upravlenie i nablyudenie na strukturni instrumenti na ES v Bulgaria. http://umispublic.government.bg/srchProjectInfo.aspx?id=53147 Radulov, V. (2018). Priobshtavashtoto obrazovanie – novi realnosti i predizvikatelstva. V: Sb. s materiali ot Yubileyna nauchna konferentsia s mezhdunarodno uchastie „Nauchni i prakticheski aspekti na priobshtavashtoto obrazovanie“ s. 11-20. UI „Sv. Kliment Ohridski“. Terziev, V., D. Radev, E. Arabska, R. Dimitrovski. (2017). Protsesat na deinstitutsionalizatsia na detsa kato chast ot razvitieto na sotsialnite uslugi v Bulgaria. KNOWLEDGE Journal, vol. 17, 2. The teacher of the Future. pp. 19-28. http://ikm.mk/ojs/index.php/kij/article/view/4315/4314 Todorova, I. (2013). Deteto v roditelskoto, osinovitelskoto, priemnoto semeystvo i institutsionalnia dom. Sofia: Siela Norma. Trend: Namalyavat balgarite, koito biha stanali priemni roditeli. NAPG. https://www.google.com/search?q=https://www.napg.eu/trend%252B%2Bnamaljavat Tsvetanova, V. (2021). Sotsialnopedagogicheski harakteristiki na priemnata grizha. Blagoevgrad: UI „Neofit Rilski“. Verie, N.N. (2005). Parvichnata rana. Da dokosnem sveta na osinovenoto dete. Izdatelska kashta LIK. Sofia. Vienski model za kvalifitsirana priemna grizha za detsa. https://www.pokrov.foundation/виенски-модел-за-квалифицирана-прием/
Basic characteristics of art therapy as a specific approach in social work
The complex nature of social work includes various supporting activities aimed at achieving a positive result when working with clients. This study identifies the basic components of the art therapy process when working with vulnerable people with limited health opportunities, focusing on the essential nature of creative methods. Along with standard approaches in social work, art therapy as a specific approach provides an opportunity for personalized support, adapted to the specific needs and creative preferences of the clients. The individualized approach of the art therapy process helps clients to overcome their functional limitations and to build a positive emotional background and to express themselves through art and promote creativity.. Practice reveals that the success of the integration process of vulnerable clients is realized through the provision of a wide range of social services in the community. The integrative approach in social work and the successful involvement of clients in the process of social integration enables them to live in an equal society, to participate and realize themselves in various social and creative activities, and to adapt and facilitates their communication skills. References: Betensky M. (2002) What do you see? New methods of art therapy, Moskva:EXMO-Press. Zakon za preduchilishtno i uchilishtno obrazovanie Obn., DV, br. 79 ot 13.10.2015 g., v sila ot 1.08.2016 g. Zakon za sotsialnite uslugi, Obn. DV, br. 24 ot 22.03.2019 g., v sila ot 1.07.2020 g izm., br. 8 ot 28.01.2022 g., v sila ot 1.01.2022 g. Zhechev Z. (2020) Art therapy. Motivation for children's social activity through art. - Shumen: Shumen University. 2020. Kopytin A.I. (2002) Theory and Practice of Art Therapy, Lan. ISBN 5-318-00710-4. Lebedeva L.D. (2003) Art-therapy practice: approaches, diagnosis, system of occupations. - St. Petersburg: Rech. ISBN 978-5-9268-0831-6. Medvedeva, E., Levchenko, I., Komissarova, L., Dobrovolskaya. T. (2001) Art pedagogy and art therapy in special education: Study. for cold among and higher ped. study established. Moskva: Academia. Minkov, Z. (2018) The system of social policy and people with disabilities in Bulgaria, Political analyses. - Sofia: New Bulgarian University. Natsionalna strategia za horata s uvrezhdania 2021-2030. - Sofia: Ministerski savet na R. Bulgaria, 2020. Nikitin V., Tsanev P. (2018) Image and cognition in art therapies / Ed. 2, Cogito-Center. ISSN 2683-0159. Osipova, E.,A., K. V. Polezhaeva (2017) Problemы i perspektivы primenenia art-terapii v sotsialynoy rabote. – Sistemnaya integratsia v zdravoohranenii No6 (36). Ekaterinburg (RF). Rudestam, K. (1999) Group psychotherapy. - St. Petersburg: Peter Kom. Susanina I.V. (2007) Introduction to art therapy: a textbook. - Moskva: Kogito-Center. ISBN 5-89353-215-5. Bathje M. Art in Occupational Therapy: An Introduction to Occupation and the Artist / The Open Journal of Occupational Therapy, Western Michigan University. - Kalamazoo (USA), 2012. - Vol.1, URL: Art in Occupational therapy. Европейски консорциум по арттерапия https://www.ecarte.info/
The topic of social oppression and self-oppression in social work
The topic of social oppression is particularly relevant today, against the background of increasing differences between people, discriminatory manifestations, and social inequalities. The concept is the object of study in various fields, but it has its place in modern social work, where the oppressed can receive help, understanding, and support, including emotional, psychological, normative, property, and financial. It is important to emphasize that social oppression is not only studied in a historical aspect because the results of the conducted survey clearly show that oppression is possible in all interpersonal relations and relationships: parent-child; teacher-student; husband-wife; employer-worker. The problem is that the consequences of oppression are so permanent that the vulnerable rarely have a real idea of what is happening and are even more fleeting about their behavior afterward, which is often the reason for not seeking or refusing socio-pedagogical help. Through a questionnaire, the opinion of 75 adult respondents was studied to analyze their attitudes about the behavior of the oppressor and the oppressed during a period of oppression. Figures and tables illustrate the results. Relevant conclusions have been suggested. References: Dishkova, M. (2023). Pravoto na obrazovanie na detsata sas spetsialni obrazovatelni potrebnosti. Pedagogika, Vol. 95, 6, 776-792. https://doi.org/10.53656/ped2023-6.06. Nunev, S. (2009). Antidiskriminatsionna I antipotiskashta sotsialna rabota. Savremenna teoria I praktika. Sofia: Paradigma, ISBN 978-954-326-096-6. Palankalieva, I. (2021). Sotsialni roli I tyahnoto proyavlenie v sotsialnata rabota s grupi. E-spisanie „Sotsialna rabota“ 2021, IX, 1, 82-102. Rangelova, E.; Mehandzhiyska, G., (2008). Metodi na sotsialnata rabota. Gabrovo: EksPres. ISBN - 978-954-490-013-7. Rikar, M. (2018). V zashtita na altruizma – silata na dobrozhelatelstvoto. Sofia: Iztok-Zapad, ISBN 978-619-01-0147-5. Sapundzhiev, S. (2022). Sotsialna podkrepa na litsata s psihichni razstroystva. In: 35 godini Fakultet po pedagogika. Priemstvenost I badeshte. 454 – 463. Sofia: Universitetsko izdatelstvo „Sv. Kliment Ohridski“, ISBN 978-954-07-5345-4. Terziev, V. (2019). Politiki I instrumenti za sotsialno razvitie. Ruse: Profi print“. ISBN: 978-619-7557-00-8. Abberley, P. (1987) The Concept of Oppression and the Development of a Social Theory of Disability. Disability, Handicap & Society, Volume 2, Number 1, available at: https://www.um.es/discatif/PROYECTO_DISCATIF/Textos Ayvazian, A. (2001) Interrupting the cycle of oppression: The role of allies as agents of change, in: Rothenberg, P.S. (ed.): Race, class and gender in the United States: An integrated study. New York: W.H. Freeman, pp. 609-615. Barker, R. (2003) The social work dictionary (5th ed.). Washington, DC: NASW Press. Van Wormer, K. (2005) Concepts for Contemporary Social Work: Globalization, Oppression, Social Exclusion, Human Rights, Etc. Social Work & Society, Volume 3, Issue 1, 2005 ISSN 1613-8953; http://www.socwork.net/van Wormer2005.pdf.
Individual differences between social studies and engineering students in personality trait emotional intelligence
This article reports results of a study on differences in emotional intelligence as a personality trait in social and technical students. A sample of 170 respondents from different universities were surveyed. Of these, 78 (47%) were men and 95 (53%) were women. Significant differences were found between social science and technical students based on the research conducted. Specifically, social science students are rated as more emotionally competent, sociable, efficient, and sensitive than those studying technical majors. Some gender differences in self-perceived emotional characteristics were also outlined. References: Kardasheva, A. (2011). Vlianieto na emocionalnata inteligentnost pri izbora na muzikalna kariera pri bulgarski student po muzika. Bulgarsko spisanie po psihologiq, broj 3 – 4, 106-110. Kardasheva, A. (2012). Za emocionalnata inteligentnost I individualnite razlichiq na bulgarite. Kovachev, 178. Cenov, M. (2017). 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