Environmental Knowledge in the Education System – Opportunities for Multiplicating Effects
Simeon Petrov, Elena Kalfova,
Tatiana Tomova
Sofia University
https://doi.org/10.53656/ped2025-9.01
Abstract. This article aims to diagnose the state of environmental education in Bulgaria based on perceptions and practices. To analyse the extent to which these practices are linked to contemporary understandings of the role of knowledge, the competency approach and transformative education and to identify teachers as potential agents with a multiplier effect in outlining pro-environmental behaviour and defining possible intersections between educational and environmental policies. The results of an empirical study of the attitudes of professionals in the field of primary and secondary education are presented. Findings are made regarding the approach to environmental education and the role of teachers as agents of social change.
Keywords: environmental education; pro-environmental behaviour; public policies; survey; attitudes
Development of Democratic Culture through Contents about the Roma in Classroom Teaching – Students’ Perception
Aleksandra Trbojević,
Biljana Jeremić
University of Novi Sad (Serbia)
Hadž Živorad Milenović
University of Pristina – Kosovska Mitrovica (Serbia)
Bojan Lazić
University of Novi Sad (Serbia)
https://doi.org/10.53656/ped2025-9.02
Abstract. The research problem is the contribution of content about Roma in classroom teaching to the development of democratic culture of students in the third and fourth grades of primary school. The research started from the general assumption that content about Roma in classroom teaching significantly contributes to the development of democratic culture of students but that it is insufficiently represented in the content of classroom teaching. It also started from the specific assumptions that the research will determine the optimum number of lessons in which content about Roma is taught; identified factors that, according to students’ assessments, determine the learning of content about Roma in younger grades of primary school; and how such student assessments are influenced by certain demographic characteristics of students (gender, grade they attend, regularity of class attendance and success in learning). The research was conducted The research was conducted in the Sombor area in April 2024 on a sample of 104 students. Data collected by Scaler – USR-RDKU (a = .771) and processed with descriptive statistics, factor analysis, Mann Whitney U test and analysis of variance confirmed all assumed hypotheses. The research results are presented in the form of conclusions and pedagogical implications are given.
Keywords: development of democratic culture, getting to know diversity, school, classroom teaching, contents about Roma
Natural Intelligence for Artificial Intelligence in Digital Inclusive Education
Dora Levterova-Gadjalova
University of Plovdiv “Paisii Hilendarski”
https://doi.org/10.53656/ped2025-9.03
Abstract. The article presents results of a study of the prospects of digital inclusive education using artificial intelligence. The aim of the study is to investigate the predispositions of students and teachers regarding opportunities and threats from the use of artificial intelligence for the implementation of digital inclusive education. For the purposes of the study, a questionnaire was created, through which the attitudes of 230 students and teachers regarding the use of artificial intelligence for the implementation of digital inclusive education are studied. The results obtained demonstrate researched, tested and/or assumed strengths and weaknesses of the application of artificial intelligence in digital inclusive education. The results are discussed in the context of the pedagogical and digital competencies of the respondents and the results of scientific research. In conclusion, the professional and subjective acceptance and use of the application of artificial intelligence in digital inclusive education meets predispositions and expertise, which leads to the need for specialized training of pedagogical specialists.
Keywords: artificial intelligence; digital inclusive education
Generative Artificial Intelligence in Education: Problems and Solutions
Silvia Gaftandzhieva,
Rositsa Doneva
University of Plovdiv “Paisii Hilendarski”
https://doi.org/10.53656/ped2025-9.04
Abstract. Generative artificial intelligence (AI) tools have changed how information is searched and have emerged as a powerful tool for generating content and performing intellectual tasks in recent years. This article presents opportunities for applying generative AI tools in education, explores potential problems in their use and presents solutions for overcoming them. A key focus is the need to develop policies and strategies for the effective use of AI in higher education as a factor for promoting innovation in education, as well as methodologies and tools for automated assessment of the quality of AI-generated learning content.
Keywords: education; automated quality evaluation; generative artificial intelligence; quality of generated learning content
Exploring the Impact of Self-Efficacy on Well-Being in University Students
Manol Manolov
University of Plovdiv “Paisii Hilendarski”
https://doi.org/10.53656/ped2025-9.05
Abstract. The study explores the relationship between self-efficacy and well-being among university students and the mediating role of digital skills. The findings reveal a strong positive association between self-efficacy and all components of well-being, with the strongest correlations observed for achievement (R = 0.737, p < 0.001) and meaning (R = 0.583, p < 0.001). Regression analysis demonstrates that 54.33% of the variance in self-efficacy can be explained by well-being and digital skills (R² = 0.5433, p < 0.001). Mediation analysis confirms that digital skills partially mediate the relationship between well-being and self-efficacy, with an indirect effect of B = 0.1012. This highlights the significance of well-being as a primary predictor of self-efficacy, while digital skills strengthen this relationship. The results provide a basis for developing interventions aimed at enhancing self-efficacy and well-being through integrated educational strategies.
Keywords: self-efficacy; well-being; psychological factors; higher education; digital competencies
A Case Study on University Students’ Performance, Attitudes, and AI Use in Completing an Online Multi-stage EFL Writing Assignment
Blagovesta Troeva-Chalakova
New Bulgarian University (Bulgaria)
https://doi.org/10.53656/ped2025-9.06
Abstract. The paper presents a small-scale case study on the implementation of a multi-stage writing assignment among forty-three students of English as a foreign language (EFL), enrolled in an online intermediate course. The purpose of the study is to evaluate the advantages of a combination of product- and process-oriented assessment, its benefits for students based on their performance and attitudes, as well as the unauthorized use of artificial intelligence (AI) tools during task completion. A mixed-methods approach is employed combining quantitative data from the online learning system in which the assignment is conducted with qualitative data from a student survey. The results suggest that introducing process assessment elements in writing assignments may offer greater learning value than direct product (essay) assessment. Unauthorized use of AI was not entirely prevented. It occurred among a small number of both strong and weaker students. Two online AI detection tools produced highly inconsistent results, while human judgment did not identify all cases flagged by both detectors. The analysis reveals teacher bias, with more cases detected among students who rarely attended classes compared to high-proficiency active learners. In view of reinforcing learning, the results highlight the need for further research on multi-stage assessment and the potential of a hybrid approach, in which AI use is reasonably integrated into the students’ training, following strict guidelines.
Keywords: English as a second language, writing assessment, essays, process-based assessment, AI-generated texts, AI use detection
Enhancing Speaking Competence in Undergraduate English Education: a Task-Based Approach for Future Teachers
Hilda Terlemezyan
University of Plovdiv “Paisii Hilendarski”
https://doi.org/10.53656/ped2025-9.07
Abstract. The study examines the effectiveness of the Task-Based Language Teaching (TBLT) approach in developing the communicative and pedagogical competence of undergraduate students preparing to become English teachers at Plovdiv University “Paisii Hilendarski”. Upon completing the lecture course in “Methodology of Foreign Language Teaching,” 142 students from the “Primary School Pedagogy with a Foreign Language” and “English Philology” programs had the opportunity to prepare and deliver lessons during practical sessions, applying various interactive techniques for foreign language teaching. A subsequent survey conducted among these students revealed that the implementation of TBLT and interactive pedagogical techniques led to significant improvements in their speaking skills, foreign language and teaching confidence, as well as group work abilities. The students positively assessed the use of interactive methods, highlighting the role of group work and practical tasks in enhancing both their communicative competence in English and their pedagogical skills. Despite challenges related to planning group activities and presenting in front of an audience, the students demonstrated a high level of satisfaction with the course.
Keywords: communicative competence; task-based language teaching; interactive pedagogical techniques; development of speaking skills; group work; assessment rubrics
Model for the Application of the Gamification Approach in Higher Education
Vania Sivakova
University of Plovdiv “Paisii Hilendarski”
https://doi.org/10.53656/ped2025-9.08
Abstract. The article presents a model for the application of the gamification approach in higher education and discusses the results of the application of the approach with students from Plovdiv University “Paisii Hilendarski”. The concept of gamification is discussed, the main elements used in the application of the approach, software applications with gamification capabilities are mentioned.
Keywords: model for the application of gamification; elements of gamification; gamification in higher education
Perceptions of Social Networking through the Prism of Teacher Education Students
Libuša Gužíková
University of Constantine the Philosopher in Nitra (Slovakia)
Beáta Pošteková
University of Žilina (Slovakia)
https://doi.org/10.53656/ped2025-9.09
Abstract. Social networks have become an integral part of our lives, providing mediated interaction and thus allowing us to interact with each other and build virtual communities. We see significant threats to social networking especially in family and institutional settings. For this reason, the present study aimed to investigate the use of social networking sites by student teachers, in the context of their impact on family interactions. Our findings show that „significant popularity“ is observed in the use of platforms such as Instagram, YouTube and Facebook, with more than half of the respondents spending 2-4 hours per day on social networking sites. Through correlation analysis, we confirmed a positive relationship between the ‘online’ time students spend on social media during the working week and at the weekend. We can confirm that students who spend more time on social networks during the work week also spend more time on social networks during the weekend, despite the fact that many just return home to their families during the weekend. The study highlights the need for a balanced use of social networking, not only in the context of college students’ family environments.
Keywords: family relationshipsм, conflicts, social networks, students, online communication, shared content
