Концептуални основи на обучението по история и география в България и Република Кипър – сравнителен анализ и перспективи за развитие
Conceptual Foundations of History and Geography Education in Bulgaria and the Republic of Cyprus – Comparative Analysis and Development Perspectives

Summary/Abstract: This study explores the conceptual foundations of history and geography education in Bulgaria and the Republic of Cyprus through a comparative perspective, with a particular focus on upper secondary education. The main aim of the research is to analyze contemporary curricular models in both countries, identify similarities and differences in their structure, content, and pedagogical approaches, and highlight effective practices that could inform future improvements in Bulgarian education. The methodology is based on a comparative analytical approach. The authors examine official curricula for history and geography in both educational systems, focusing on several key categories: thematic scope, instructional time, types of learning activities, and expected competencies. The study analyzes the Bulgarian curricula for lower and upper secondary education (including profile-oriented training in grades 11th – 12th) and compares them with the corresponding levels in the Cypriot system, particularly the lyceum stage. The analysis integrates both qualitative interpretation of curricular documents and systematic comparison of structural elements, including competency frameworks aligned with European educational standards. The results reveal both shared characteristics and significant differences between the two systems. In both Bulgaria and Cyprus, history and geography education is grounded in a competency-based approach that aims to develop critical thinking, analytical skills, and civic awareness. However, the Cypriot system places a stronger emphasis on critical thinking, multicultural understanding, and the interpretation of historical processes without bias. It also integrates more extensive instructional time for history and includes a broader range of practical activities, such as project-based learning, fieldwork, and visits to museums and archaeological sites. In geography education, the Cypriot curriculum demonstrates a clearer focus on global issues, environmental challenges, and the use of digital technologies, including Geographic Information Systems (GIS). By contrast, the Bulgarian curriculum is more oriented toward regional geography and national context, with comparatively limited integration of digital tools and practical research activities. Another important finding concerns the role of practice-oriented learning. The Cypriot educational model incorporates systematic experiential learning, encouraging students to actively engage in research, analysis, and real-world problem solving. In Bulgaria, although such approaches exist, they are less consistently implemented and often depend on individual teacher initiative. In conclusion, the study highlights the strengths of both educational systems while identifying areas for improvement. It suggests that Bulgarian education could benefit from adopting elements of the Cypriot model, particularly in expanding practical activities, enhancing digital competencies, and promoting interdisciplinary and student-centered learning.

• Details
• Contents