National Scientific Program “Development of Scientific Research and Innovation in the Bulgarian Preschool and School Education System”, Institute for Educational Research
Teachers‘ Assessment of the Prevalence of Competences in Different Educational Models and Methods
Despina Vasileva
Sofia University
https://doi.org/10.53656/bel2025-6s-1D
Abstract. The article presents the results of a survey conducted among 193 teachers from Bulgarian schools. The objectives of the study are to determine the participants‘ assessment of the development of individual competences under the European Reference Framework when applying specific teaching methods in the classroom; to determine the extent to which teachers are familiar with these methods, and to hypothesize about the extent to which they are regularly used in practice. For the purposes of the study, a questionnaire was developed presenting educational models and working methods, each of which was assessed by teachers according to the extent to which it contributes to the development of the eight key competences. Teachers‘ assessments were made on a 10-point Likert scale. The results show significant statistical differences when comparing the assessments of teachers from primary, lower secondary, and upper secondary education on the proposed educational models and methods.
Keywords: key competencies; educational model; method; methodological planning; linguodidactics
Key Competences and Bulgarian Language Education (Analysis of Bulgarian Language Curricula)
Maya Padeshka
Sofia University
https://doi.org/10.53656/bel2025-6s-2M
Abstract. The article analyzes concepts and ideas related to the application of the competence-based approach and the development of key competencies in Bulgarian secondary schools. Special attention is paid to linguistic competence in its subject-specific, interdisciplinary, and transdisciplinary aspects. The Bulgarian language curricula for the lower secondary stage (grades 5-7) are analyzed in terms of their content, expected outcomes, and new concepts, with an attempt to link them to the development of key competencies for lifelong learning.
Keywords: Bulgarian language education; competence-based approach; key competencies; linguistic competence
Mastering Key Competences in Bulgarian Language and Literature Classes in Secondary School (Analysis of Data from a Survey)
Evelina Milanova
Sofia University
https://doi.org/10.53656/bel2025-6s-3E
Abstract. The presentation analyzes data from a survey conducted among Bulgarian language and literature teachers in secondary schools in order to establish the extent to which the activities carried out on a busy day also seem to improve key competencies. The study refers to selected questions and answers to explore specific areas of competence, ways to apply the competency approach to develop key competences, and examines the attitudes of teachers and students regarding given work models.
Keywords: key competences; language learning; methodological model
Between Text and Practice: Digital and Entrepreneurial Competence in Bulgarian Language Teaching (8. – 10. Grade)
Zornitsa Ivanova
Sofia University
https://doi.org/10.53656/bel2025-6s-4L
Abstract. The article analyzes the presence and functions of digital and entrepreneurial competence in the Bulgarian language curricula for grades 8–10. Based on a comparative review and analysis, the study examines the ways in which these competences are conceptualized and implemented through the curricular content and the prescribed activities. The results point to deficits concerning both competences. Digital competence is represented through a limited set of skills – the use of electronic sources, work with digital formats, and multimedia presentation of results – yet there is no systematic emphasis on critical thinking within the framework of media literacy. Entrepreneurial competence appears mostly implicitly, through tasks related to goal-setting, argumentation, and text structuring, while situations aimed at idea implementation, teamwork, and social engagement are absent. The curricular content in Bulgarian language provides prerequisites for the development of these competences, but their integration remains partial and requires further methodological enhancement in view of current educational needs.
Keywords: Bulgarian language; digital competence; entrepreneurial competence; curricula; key competences
Integrating Competences in Foreign Language Learning: Interdisciplinary Relations
Milena Yordanova, Tsvetanka Dilkova
Sofia University
https://doi.org/10.53656/bel2025-6s-5YD
Abstract. This article examines the degree of integration of competences in foreign language teaching on the basis of a survey conducted among foreign language teachers (5th – 10th grade) throughout the country. The analysis of the results shows an aspiration to plan and implement lessons of an interdisciplinary nature, creating interdisciplinary links in sync with the existing foreign language curricula.
Keywords: interdisciplinary connections; interdisciplinary lessons; competence approach
Artificial Intelligence in Foreign Language Teaching at Bulgarian School Education and Its Reflection in the Foreign Language Syllabi
Dimitar Vesselinov
Sofia University
Petar Todorov
Sofia University
https://doi.org/10.53656/bel2025-6s-6VT
Abstract. The article presents linguodidactological research with foreign language teachers in school education in Bulgaria, with its focus on the use of artificial intelligence in foreign language teaching. After the review of scientific literature on the topic, we examine the syllabi in for the foreign language and information and communication technologies subjects in order to determine whether they include the implementation of artificial intelligence and in what form. The results of the statistical processing of questions related to artificial intelligence are summarized, and after performing a correlation analysis, strong dependencies are found between the application of activities involving artificial intelligence and activities related to the study of foreign languages. It is established that the majority of teachers apply artificial intelligence and believe that the activities related to it lead to positive results, which is also confirmed by the review of scientific literature. It is concluded that foreign language syllabi should be updated by including specific activities related to the use and application of artificial intelligence in foreign language teaching.
Keywords: linguodidactology; artificial intelligence; school education; empruntology
Teacher Education in the Context of Digital Transformation and Innovation: Analysis of European Priorities and Their Reflection in the National Context
Bistra Mizova
University of Sofia
Roumiana Peytcheva-Forsyth
Sofia University
Iliana Petkova
Sofia University
https://doi.org/10.53656/bel2025-6s-7MF
Abstract. The present study examines the alignment between European and national policies and frameworks for digital transformation, innovation, and transformative competencies in teacher education. This is achieved by means of a narrative review and thematic documentary analysis of regulatory and empirical sources. The following three guiding questions are addressed: firstly, how European priorities are conceptualized in official documents; secondly, how they are transposed into Bulgarian strategic frameworks; and thirdly, how empirical research captures their actual implementation. The findings demonstrate a degree of incongruence between the priorities articulated at the European level and their conceptualization and operationalization at the national level. The analysis of empirical studies substantiates and extends this incongruence, highlighting key challenges in teacher education, including the preparation of teachers of Bulgarian language and literature. The following areas are of particular concern: material and technological limitations which hinder the development of digital skills; predominantly theoretical training lacking practical orientation; absence of reflective practices; and persistent reliance on rigid, traditional pedagogical approaches.
Keywords: initial teacher training; education of Bulgarian language and literature teachers; digitization; innovation; transformative competencies
Challenges to Quality Management in School Education in the European Union
Eleonora Stancheva-Todorova
Sofia University
Nikolay Katsarski
Sofia University
https://doi.org/10.53656/bel2025-6s-8TK
Abstract. Based on empirical data from the PISA 2022, Education and Training Monitor 2024, State of the Digital Decade 2024 and Eurostat 2024 initiatives, the main challenges facing the management of the quality of school education in the European Union are analyzed. A comparative analysis was carried out between five countries – Estonia, Finland, the Netherlands, Germany and Bulgaria, based on key indicators. The results show that high achievements in reading literacy correlate with effective management of human capital and targeted policies for digitalization and professional development. At the same time, there are structural problems, such as the aging of the teaching staff and socio-economic inequalities across countries and regions, which hinder the achievement of sustainable quality of school education in some countries of the European Union.
Keywords: quality management; school education; reading literacy; early school leaving; teacher shortage; digital readiness; European Union
