Blagovesna Yovkova,<\/strong><\/p>\n Roumiana Peytcheva-Forsyth<\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/ped2026-2.01<\/a><\/p>\n Abstract.<\/strong> Undoubtedly, the quality of university training of future teachers for the effective use of digital technologies in education is one of the key issues at the international and national level. Public expectations for graduating teachers are to possess the necessary skills and competencies to use the potential of modern information and communication technologies (ICT) in order to improve the quality of education in secondary schools and to develop students\u2018 digital literacy. In order to adequately prepare teachers for work in the classrooms of tomorrow, higher education institutions for teacher training must develop programs that integrate digital technologies into the learning process, using authentic and pedagogically appropriate approaches. This study is dedicated to investigating the practices of using information and communication technologies in the training of student teachers from the oldest higher education institution in Bulgaria preparing future teachers \u2013 Sofia University \u201cSt. Kliment Ohridski\u201d. A qualitative study was conducted using the method of direct observation of the practice of 62 teachers. Recommendations are offered to support the broader and more diverse use of digital technologies in the preparation of student teachers.<\/p>\n Keywords: <\/em>digital practices; higher education; teaching; learning; future teachers<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Petya Biolcheva,<\/strong><\/p>\n Sotir Ivanov<\/strong><\/p>\n University of National and World Economy<\/em> (Bulgaria)<\/em><\/p>\n https:\/\/doi.org\/10.53656\/ped2026-2.02<\/a><\/p>\n Abstract<\/strong>. Intelligent technologies are entering the educational processes, both directly with the introduction of a number of digital tools creating higher interaction, and indirectly, through numerous intelligent tools analyzing and stimulating the learning environment. The subject of consideration in this material is namely such an indirect intelligent model, which monitors and analyzes the attention, interest and concentration of students in large halls during face-to-face training and real interaction between a teacher and a large group of students. In it, the intelligent technology analyzes the behavior of each individual student and gives recommendations to the teacher if there is a need to change the methodology and or teaching techniques, in order to maximally retain the attention of the audience. The paper reveals a roadmap for the application of the author’s IMMAsac model , as well as the benefits of its implementation.<\/p>\n Keywords<\/em>:<\/em> concentration, teaching, smart technologies, education<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Maya Vasileva<\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/ped2026-2.03<\/a><\/p>\n Abstract<\/strong>. The contemporary social changes driven by digitalization inevitably extend into the context of school education. The pivotal role of digital media as a didactic resource applicable in teaching practice is becoming increasingly evident. This is particularly relevant for a media-intensive subject such as geography. In this context, an adequate response to the demands of modern geographical science, as well as to current societal expectations, necessitates the integration of digital media into geography lessons. The potential of contemporary geo-applications undoubtedly surpasses that of analog geomedia. Against this backdrop, what is the current state of practice? An empirical study conducted in 2024\/2025 among 574 teachers (including geography teachers) from 30 schools in Bulgaria reveals that educators unequivocally recognize the significance of digitalization in school life. Paradoxically, however, the study finds that digital media are applied sporadically in teaching, without a targeted, consistent, and systematic approach to developing students\u2019 digital competencies. This raises a justified question within the interdisciplinary discourse between geography didactics and geoinformatics: How can the potential of digital media be effectively utilized in geography education, with a clear focus on the development of students\u2019 competencies? This question is explored in the present article. It is based on the primary results of an empirical study conducted in Bulgaria, in comparison with similar studies conducted abroad.<\/p>\n Keywords:<\/em> digital competencies; digital media; media literacy; geography education<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Ivana Rochovsk\u00e1<\/strong><\/p>\n Matej Bel University in Bansk\u00e1 Bystrica (Slovakia)<\/em><\/p>\n https:\/\/doi.org\/10.53656\/ped2026-2.04<\/a><\/p>\n Abstract<\/strong>. This study compared the individual teaching philosophies of home-educating parents and primary school teachers, with the aim of identifying preferred pedagogical perspectives and discussing their alignment with the National Curriculum framework. The sample consisted of 138 respondents: 81 primary school teachers and 57 home-educating parents from Slovakia. Respondents indicated their attitudes towards a range of pedagogical perspectives, including conservative, pragmatist, and personalist approaches. The findings indicated that teachers tended to favour a more conservative pedagogical orientation, whereas home-educating parents demonstrated a preference for a more personalist approach. Notably, no significant differences in preferences for pragmatism were observed between the two groups. These findings highlight contrasting pedagogical preferences between teachers and parents. They may indicate a potential benefit of increasing flexibility within the traditional education system, particularly in addressing the individual needs of learners, as outlined in the National Curriculum.<\/p>\n Keywords:<\/em> home education, individual teaching approach, individual teaching philosophy, pedagogical theories, primary education<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Nadezhda Krasteva, <\/strong><\/p>\n Vladislav Krastev<\/strong><\/p>\n South-West University \u201cNeofit Rilski\u201d<\/em><\/p>\n https:\/\/doi.org\/10.53656\/ped2026-2.05<\/a><\/p>\n Abstract.<\/strong> It is possible that the solution for the conflict of man within himself with his reflection on society is in the naturalness of life, which in fact predetermines the meaning, goals and content of education. The purpose of this theoretical law-pedagogical commentary is to analyze the naturalness of the self-activity \u201cto build oneself\u201d in the system of J. H. Pestalozzi. In conclusion, it is assumed that Johann Pestalozzi revolutionized European education with his ingenious system of nature-based education and training. The lesson may lie in his realization that, in fact, all human education \u201cis nothing else than the art of helping nature in her quest for her own development.\u201d The possible recommendation - let in the attempt to educate a better individual than any child the pedagogical sciences be confined to natural science. \u0432\u0441\u044f\u043a\u043e<\/em> \u0434\u0435\u0442\u0435 \u043f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u0447\u0435\u0441\u043a\u0438\u0442\u0435 \u043d\u0430\u0443\u043a\u0438 \u0441\u0435 \u043e\u0433\u0440\u0430\u043d\u0438\u0447\u0430\u0432\u0430\u0442 \u0434\u043e \u043f\u0440\u0438\u0440\u043e\u0434\u043e\u0441\u044a\u043e\u0431\u0440\u0430\u0437\u043d\u043e\u0441\u0442\u0442\u0430.<\/p>\n Keywords:<\/em> father of the orphans; Pestalozzi method; naturalism; self-activity; elements<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Anna Karadencheva<\/strong>, https:\/\/doi.org\/10.53656\/ped2026-2.06<\/a><\/p>\n Abstract.<\/strong> In this paper, we provide a unifying and comprehensive framework for social-psychological training by systematically organizing\u2002the underlying goals, outcomes, and overarching focus of various training types. A structured taxonomy is, therefore, practical, and examining six areas of social psychology training serves this need. A classification called the Dynamic Social-Psychological Training Framework (DSTF) aims to maximize the impact of such training by offering comprehensive perspectives on how they are supposed to work and what distinguishes one training from another. The framework guides the fundamental scope of training in social psychology, focusing on the knowledge, skills, and attitudes needed to apply social-psychological principles successfully in real-world situations.<\/p>\n Keywords:<\/em> social-psychological training, behavior change, group dynamics, classification, soft skills<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Hristina Fidosieva<\/strong><\/p>\n St. Cyril and St. Methodius University of Veliko Turnovo <\/em><\/p>\n https:\/\/doi.org\/10.53656\/ped2026-2.07<\/a><\/p>\n Abstract.<\/strong>\u00a0 This article explores the theoretical, historical, and applied dimensions of the concept of \u201cability\u201d within the context of special pedagogy and psychology. Drawing on academic discussions developed in the works of Henri Pi\u00e9ron \u2013 1960, Ouvrier-Bonnaz \u2013 2019, Reuchlin \u2013 2001, as well as key contributions from Bulgarian psycho-pedagogical literature \u2013 Piryov & Desev \u2013 1981; Garbacheva \u2013 2015, 2018, the study traces the evolution of the concept of ability, its interaction with environmental factors, and its relevance to the assessment and support of children and students with special educational needs. The article proposes a model for studying individual abilities, grounded in a functional analysis of environmental factors \u2013 social, physical, and participation \u2013 and their relationship to educational needs. The model is supported by empirical data, obtained through semi-structured interviews with 58 educational specialists and analysis of real-world individualized educational programs.<\/p>\n Keywords:<\/em> abilities; children and students with special educational needs; factors of the social environment; factors of the physical environment; participation<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Margarita Koleva,<\/strong><\/p>\n Jordan Kolev<\/strong><\/p>\n South-West University \u201cNeofit Rilski\u201d<\/em><\/p>\n https:\/\/doi.org\/10.53656\/ped2026-2.08<\/a><\/p>\n <\/p>\n If the specifics of age of every single individual are not known, it can be hard to choose the most appropriate methods and tools for pedagogical activity... It has been proven that in comparison to evaluating the biological and psychological development of the individual, it is harder to study the specifics of their personality, because every personality is unique and the conditions, by which it is formed, are very different and special.<\/em><\/p>\n D. Batoeva<\/strong><\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Milka Terziyska<\/strong> In his new book \"Sciusci\u00e0. Bambini e ragazzi di strada nell\u2019Italia del dopoguerra 1943 \u2013 1948\"[1]<\/a> Bruno Maida \u2013 an Italian historian and History of Childhood professor at the Department of Humanitarian Sciences at the University of Turin, tells the stories of the street boys and young adults called sciusci\u00e0 (lit. 'shoeshiners, boot polishers'). In the early post-war years they live in the big Italian cities that are occupied by the Allied forces, particularly Rome and Naples. It is because of them that the word sciusci\u00e0 (from the American word shoeshine) entered popular language, newspapers and cinema.<\/p>\nAn Intelligent Method for Measuring the Attention and Concentration of Young People in a University Environment<\/h3>\n
Digital Geoapplications in the Lesson \u2013 a Specific Didactic-Methodological Interpretation<\/h3>\n
Individual Teaching Philisophy of Parents of Homeschooled Children in Comparison with Primary School Teachers<\/h3>\n
The Naturnality in the Socio-Educational System of Johann Pestalozzi<\/h3>\n
A Structured Approach to Social-Psychological Training: the Dynamic Social-Psychological Training Framework (DSTF)<\/h3>\n
\nValeri Stoyanov<\/strong>
\nNikola Vaptsarov Naval Academy<\/em> (<\/em>Bulgaria<\/em>)<\/em><\/p>\nThe Dynamic Structure of Abilities: the Transfer of Henri Pieron\u2018s Ideas into Special Pedagogy<\/h3>\n
Dina Batoeva\u2019s Perspective on the School Readiness of the Child (A Conceptual Interpretation Attempt)<\/h3>\n
Sciusci\u00e0 \u2013 the Other Face of Childhood<\/h3>\n
\nSofia University<\/em><\/p>\n