Mira Tzvetkova<\/strong>-Arsova, \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/strong><\/p>\n Danka Shtereva,<\/strong><\/p>\n Slavina Lozanova,<\/strong><\/p>\n Margarita Tomova<\/strong><\/p>\n Sofia University \u201eSt. Kliment Ohridski\u201c<\/em><\/p>\n https:\/\/doi.org\/10.53656\/ped2025-8.01<\/a><\/p>\n Abstract.<\/strong> This article seeks to clarify the insights gathered from existing literature regarding the role of information and communication technologies (ICT) in the education and development of children and students with special educational needs. The information is organized into categories based on educational objectives, therapeutic aims, specific needs, and the context of application, among other factors. The text does not aim for completeness due to the interdisciplinary nature of ICT, which is frequently examined across various scientific fields, as well as the rapid advancements in technology. Thus, the perspective presented in this article is informed by the established terminology within educational sciences and practical experiences, aiming to elucidate the connections between ICT, special pedagogy, and inclusive education. The analysis of different categories of ICT places particular emphasis on \u201eassistive technologies,\u201c highlighting tools and resources that are highly effective in training and remedial educational activities.<\/p>\n Keywords: <\/em>special educational needs; information and communication technologies; assistive technologies; artificial intelligence<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Vladislav Gospodinov<\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/ped2025-8.02<\/a><\/em><\/p>\n Abstract.<\/strong> The article presents the concept, purpose and philosophy of a research work dedicated to the internship pre-diploma practice in the only bachelor\u2018s degree program in Bulgaria \u201cNon-formal Education\u201d, at the Faculty of Pedagogy of Sofia University \u201cSt. Kliment Ohridski\u201d. The article is both introductory to the research results, which are presented for the first time, and at the same time has a kind of generalizing-final character (after a series of other articles dedicated to the results of empirical research on the topic). The focus in this case is on the final part of the practice. A study was conducted with students, basic specialists, academic mentors regarding the effects of the internship pre-diploma practice in the specialty \u201cNonformal Education\u201d. The study was implemented in the period 2023 \u2013 2025, based on the processing of data collected through diagnostic tools built into the practice portfolio. The analysis of the results obtained is presented. A number of successes of the practice, resulting from its development over time and as a result of project activities, are outlined. Opportunities for its improvement in the future are presented.<\/p>\n Keywords:<\/em> research; pre-graduate internship; non-formal education; students; basic specialists; academic mentors; portfolio; feedback; effectiveness; improvement<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Svetlana Angelova<\/strong><\/p>\n New Bulgarian University<\/em><\/p>\n Berdzhuhi Yordanova<\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/ped2025-8.03<\/a><\/p>\n Abstract. <\/strong>The purpose of this article is to conduct a comparative survey of the opinions of students in the specialty \u201cNon-formal Education\u201d at the Faculty of Pedagogy of Sofia University \u201cSt. Kliment Ohridski\u201d, in order to establish whether there are sustainable trends in relation to the preparation of the portfolio as a reflexive and assessment tool. The study was conducted within two consecutive years \u2013 in June of the academic year 2022\/2023 after the completion of the students\u2019 pre-graduate practice and a year later with them \u2013 in the academic year 2023\/2024. In accordance placed purpose, two research questions are asked: 1. Do respondents approve of the portfolio in terms of structure and content? 2. Do respondents approve of the development of a conceptual project\/assignment as part of the portfolio? The data collection tool is a semi-structured interview with the participants in the study, to the answers of which content analysis is applied to the specific research question. The results of this study show that there are sustainable trends in the approval of the portfolio in terms of structure and content, as well as in the development of the assignment \/ conceptual project. In parallel, the respondents make recommendations for optimizing the portfolio, which would affect the quality and effectiveness of practical training as a transition to professional realization.<\/p>\n Keywords:\u00a0<\/em>portfolio; pre-diploma practice; students; informal education; transition to professional realization<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Nelly Ivanova <\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/ped2025-8.04<\/a><\/p>\n Abstract.<\/strong> The results of a survey with primary teachers from different regions of the country participating in a webinar are presented in the article. The data concerning the interactivity in 1st-4th grade Bulgarian language and Literature teaching and the application of interactive methods and techniques of the reception of literary and linguistic information is analyzed. The misunderstandings of teachers\u2019 beliefs in regard to interactivity and the aims of the application of interactive methods and techniques in learning-teaching are discussed.<\/p>\n Keywords:<\/em> interactivity; interactive methods and techniques; survey; results; analyses; bulgarian language and literature; primary stage of education<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Galina Georgieva<\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/ped2025-8.05<\/a><\/p>\n Abstract.<\/strong> The results from an interview about the usefulness and the significance of consulting students from the specialty Non-Formal Education in relation to key aspects from planning of educational activity during the internship pre-graduate practice are presented in the article. The interviewed students are from Faculty of Education at Sofia University \u201cSt. Kliment Ohridski\u201d. Most of the interviewees admit the benefits of consulting about many of these aspects. According to the students\u2019 opinion the consultations are very useful about revealing some important perspectives for improving the process of planning.<\/p>\n Keywords: <\/em>pre-graduate practice; non-formal education; consulting; planning; students; interview<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Viera \u0160ilonov\u00e1,<\/strong><\/p>\n Vladim\u00edr Klein<\/strong><\/p>\n University of Pre\u0161ov (Slovakia)<\/em><\/p>\n Ivana Rochovsk\u00e1<\/strong><\/p>\n Matej Bel University in Bansk\u00e1 Bystrica (Slovakia)<\/em><\/p>\n https:\/\/doi.org\/10.53656\/ped2025-8.06<\/a><\/p>\n Abstract<\/strong>. The research focuses on analysing the attitudes and opinions of educational and professional staff in preschools regarding the work of school support teams, with an emphasis on their roles and functions at the pre-primary level of the educational system. It is a question of research conducted among specialists in the Slovak Republic. A questionnaire of the researcher’s own design was used, completed by 83 respondents from 79 preschools. The study confirmed that an essential and extremely important determinant of an inclusive approach to the education of preschool children is the effective work of members of school support teams, particularly special education teachers, not only in relation to children with special educational needs but also in the education of all children.<\/p>\n Keywords<\/em>:<\/em> educational and professional staff, inclusive education, preschool, school support team<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Alexander Hristov, Aneta Rasheva, <\/strong><\/p>\n Russana Gadzhanova <\/strong><\/p>\n Sofia University <\/em><\/p>\n https:\/\/doi.org\/10.53656\/ped2025-8.07<\/a><\/p>\n Abstract.<\/strong> The current publication reflects a stage of a larger research related to the theoretical and practical training of the students form the Faculty of Education of Sofia University \u201cSt. Kliment Ohridski\u201c. The aim is to present the opinions of the basic specialists regarding the level of theoretical and practical training of students from the \u201eSocial Activities\u201c major during the pre-graduation practice. The survey was conducted with 21 people (17 women and 4 men) from organizations in the field of social activities aged between 25 and 65 years. The research was carried out as part of the pre-graduate internship in social work during the 2023\/2024 academic year. The summarized and systematized data show that nearly 2\/3 of the basic specialists are satisfied and have a positive assessment of the theoretical training of students before their pre-graduate internship. Respondents believe that students manage to connect and apply the accumulated theoretical knowledge in real work during their internship.<\/p>\n Keywords<\/em>: pre-graduate practice; basic specialists; social work; professional realization<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Aneliya Garbacheva,<\/strong><\/p>\n Hristina Fidosieva<\/strong><\/p>\n St. Cyril and St. Methodius University of Veliko Turnovo <\/em><\/p>\n https:\/\/doi.org\/10.53656\/ped2025-8.08<\/a><\/p>\n Abstract<\/strong>. Since the 1990s, the Bulgarian education system has gone through a period of dynamic change and development under the sign of inclusion politics. The aim is to ensure the active participation of all students in the educational process, regardless of their differences, disabilities or learning difficulties. However, this change has happened too quickly within a decade; creating the conditions for participation continues to be a daily challenge, even if the mobilisation of professionals around the principles of action is complete. This article focuses on specific experiences in different regions of the country related to students with intellectual disabilities and on the autism spectrum disorders. After a brief overview of the evolution of policy principles, it draws on research conducted. It provides evidence of services provided on the ground. It highlights progress, benefits, barriers and challenges for the future. Finally, it shows the adjustments that are progressively needed in initial and continuing education.<\/p>\n Keywords:<\/em> transforming school practices; adapting learning environments and teaching; inclusive educational support; intellectual disability; autism spectrum disorder<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Teodor Gergov<\/strong><\/p>\n South-Western University \u201cNeofit Rilski\u201d (Bulgaria)<\/em><\/p>\n Miroslava Uzunova <\/strong><\/p>\n Private Secondary School \u201cPitagor\u201d (Bulgaria)<\/em><\/p>\n https:\/\/doi.org\/10.53656\/ped2025-8.09<\/a><\/p>\n Abstract<\/strong>. Adolescents occupy a special place in the social structure of society. Life goals are an important prerequisite for building a positive, stable and oriented self-image in them. At the same time, life goals are a relatively poorly studied psychological phenomenon, which was a motive for their further study among high school students. They were monitored to see how they were affected by school type, age and gender. To achieve the goal of this study, the „Life Goals“ test was used. The differences found are not statistically significant but are of scientific interest.<\/p>\n Keywords<\/em>: life goals, success rate, school type, age, gender<\/p>\nThe Internship Pre-Graduate Practice in the Specialty of \u201cInformal Education\u201d \u2013 Research Reflections on the Transition between Students\u2018 Practical Training and their Professional Realization<\/h3>\n
Students\u2019 Portfolio in the Transition from Pre-Graduation Practice towards Professional Realization in the Field of Non-Formal Education<\/h3>\n
Interactivity in Bulgarian Language and Literature Teaching at the Primary Stage of Education<\/h3>\n
Consulting of Students from Non-Formal Education Specialty in Relation to the Planning of Educational Activity during their Internship Pre-Graduate Practice<\/h3>\n
Attitudes of Educational and Professional Staff towards the Work of Support Teams in Preschool Institutions<\/h3>\n
The Pre-Graduate Practical Training of Students from the \u201cSocial Activities\u02ee through the View of the Basic Specialists in Social Work Organizations<\/h3>\n
Success Factors and Conditions for Inclusive Education: through the View of Research Practice<\/h3>\n
Life Goals for Students in Public and Private Schools<\/h3>\n