Managing a Positive and Life-Skills Development in the School-Based Curricula: a Literature Review on the Sustainable Education

Author(s): Lindita Durmishi,Milena Filipova,Ardian Durmishi,Silva Ibrahimi / Language(s): English Issue: 5/2024

The current paper aims to give a comprehensive exploration of the Life Skills resources and sustainable development and the effectiveness of programs in the general development and positive identity of students in the Albanian educational system. The method used for this study is qualitative with a focus on literature review. Qualitative results revealed that increasing a positive development profile for students in schools impacts decision-making, effective development of interpersonal relations, self-awareness, and emotional management in a life-long education process. The current literature review analysis made us reflect that social support, social competencies, positive identity, and empowerment are the assets with the most specific weight and the highest clinical significance as a form of students’ positive development profile to be considered in future school curricula.

Verbal Aggression as a Product of the Minimized or Missing Functions of Social Intelligence

Author(s): Yavor V. Georgiev,Vesela Mareva / Language(s): English Issue: 5/2024

This article aims to present conclusions from an analysis of issues surrounding verbal aggression, particularly in cases where social intelligence is lacking among young individuals. The counterproductiveness of an expanding verbal field saturated with verbal aggression undermines the socio-legal framework of society, negatively impacting not only educational attainment but also the lexical background. Verbal aggression fosters interpersonal conflicts, prompting the authors to conduct a survey to investigate this phenomenon. An anonymous survey was conducted among 100 young people aged 15 to 29 regarding their views on verbal aggression. One of the main conclusions drawn from the conducted survey is the necessity for Bulgaria’s educational model and broader social environment to activate new approaches and teaching methods aimed at enhancing social intelligence, thus mitigating verbal aggression.

Един етноложки поглед върху интеркултурното образование

Author(s): Mirena Legurska / Language(s): Bulgarian Issue: 6/2024

Изграждане на компетенции за разработване на STEM обучителни ресурси у бъдещи учители по природни науки

Author(s): Evgenia Goranova,Angel Smrikarov,Valentina Voynokhovska / Language(s): Bulgarian Issue: 5s/2024

The article presents an approach to building pedagogical and digital competencies for developing STEM resources in future teachers from the Pedagogy of Physics and Informatics and Pedagogy of Mathematics and Informatics degree courses. It was provoked by the need for future teachers to be familiar with the concept of STEM education and to be prepared to create STEM resources and lessons already in their higher education. For this purpose, students must synergistically apply the acquired competences from studying natural and pedagogical disciplines. An idea to digitize a physical experiment is considered, taking a research approach to the creation of such resources. Through the students' participation in building such a resource, their creative activity is stimulated. Their competences for generating and realizing STEM ideas in their upcoming professional realization are formed.

Teachers' Adaptation to Changes in an Increasingly Complex World through the Use of AI

Author(s): Zhanat Kunapianovna Nurbekova,Kanagat Baigusheva,Kalima Tuenbaeva,Bakyt Nurbekov,Tsvetomir Vassilev / Language(s): English Issue: 5s/2024

In a rapidly changing world, the adaptation of educators to new challenges becomes critical. Our research within the framework of the research and technical program (grant No. BR21882260, funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan) found that 9,890 (16.1%) of 61,426 teachers consider innovation, creativity, and critical thinking skills to be unimportant or not very important for mentoring. This rejection of an innovation requires a deep understanding of its causes and consequences. These objections may be due to fear of an uncertain future, misunderstanding of the benefits of artificial intelligence (AI), or fear of job loss. The current paper presents the conditions and mechanisms for teachers to adapt to changes in an increasingly complex world using AI.

Атосекундното обучение – метафора на днешното образование

Author(s): Julia Doncheva,Denis Asenov,Angel Smrikarov,Tsvetomir Vassilev / Language(s): Bulgarian Issue: 5s/2024

Attosecond learning, illuminated through the prism of digitization, embodies the essence of innovation in education adapting to the rapidly changing digital world. Just as the attosecond symbolizes a brief but powerful moment in time capable of triggering significant changes, so digitalized education must not only be flexible and adaptable, but also integrate technologies that provide an adequate response to ever-changing social needs. Similarly, effective digital learning should produce immediate results in terms of student engagement, understanding, and application of knowledge. To achieve this, educators must use a variety of strategies and tools, such as interactive lessons, technology, and personalized learning, to create a dynamic learning environment that sustains student interest and engagement.

Perspectives on Teaching International Law and Academic Freedom in the Shadow of Primakov’s Legacy

Author(s): Vesna Poposka / Language(s): English Issue: 2/2024

In an era marked by global deceit, the teaching of international law is more crucial than ever to safeguard the world and humanity. Following the escalation of conflicts in Ukraine and the Middle East, widespread skepticism about the relevance of international law has emerged. The primary research problem addresses how geopolitical disturbances may distort students’ motivation and understanding of international law and its practical application. Geopolitical conflicts and power struggles, influenced by the legacy of Yevgeny Primakov, shape the interpretation and enforcement of international law while also threatening academic freedom. This article aims to propose a solution by advocating for a shift toward the Humboldtian educational model, utilizing a complex methodology and an interplay of variables primarily framed as socio-legal research.

ГОДИШНО СЪДЪРЖАНИЕ

Author(s): Not Specified Author / Language(s): English,Bulgarian Issue: 6/2024

GRAMATIKA ARAPSKOG JEZIKA – DR. ŠAĆIR SIKIRIĆ, MUHAMED PAŠIĆ, MEHMED HANDŽIĆ – ČETRDESET GODINA OD POSLJEDNJEG IZDANJA

Author(s): Zehra Alispahić / Language(s): Bosnian Issue: 99/2024

This article recollects the time, cultural and historical circumstances, of this publication, from the first initiative, public invitation, setting the conditions and the final decision of the Majlis of the IC to start the project Gramatika arapskog jezika. The decision to entrust this project to eminent scholars in the field of oriental philology, renowned interpreters and prominent intellectuals engaged in social development, Dr Šaćir Sikirić, professor and the director of Sharia Law School, Muhamed Pašić, director of Sharia law Gymnasium, and Mehmed Handžić, mudarris and director of Gazi Husrevbey Madrasa, was brought at the session of the Ulama-majlis held on October 3rd 1934. Ahmed Mehmedbašić and Ahmed Burek were selected to write a review of the textbook. These scholars were engaged in this project for a year and a half. The decision was made to deliver the manuscript straight after its completion for publishing at State Press in Sarajevo, thus to have a textbook ready for the academic 1937, for the students of Madrasa and other related schools. Since its first edition in 1936, Gramatika arapskog jezika, by Dr. Šaćir Sikirić, Muhamed Pašić and Mehmed Handžić, has seen three official editions, the last was in the year 1984.

School Experiences of Children of Roma Migrant Returnees and Refugees from the Middle East

Author(s): Magdalena Slavkova / Language(s): English Issue: 3/2021

Based upon ethnographic fieldwork conducted amongst families of Bulgarian Roma returnees and refugees from the Middle East in Bulgaria, this paper discusses the problems of adaptation, which children face in elementary and secondary schools. Using a dialogical approach as the main strategy of fieldwork, I interviewed Roma returnee parents and children from different settlements, on the one hand, directors, homeroom teachers, and school staff, on the other, as well as experts in education. I conducted research amongst refugee families from Afghanistan, Syria, Iraq, and Iran in the southern town of Harmanli, where a refugee camp was set up in 2013. I am specifically interested in the children’s enrollment for the school years 2017 – 2018 and 2018 – 2019 when, for the first time, refugee pupils are enrolled in larger numbers in public schools, as a result of the introduction of Ordinance No. 3 of 2017. On the basis of the fieldwork material and reviewed documents, I state that the approaches to returnee and refugee students can be called ‘mainstream’ and ‘specific’ approaches. Under the mainstream approach, the pupils are categorised as ‘children of Bulgarian citizens living abroad’ and none of them are specifically labeled as ‘Roma’. The attitude towards them is similar to that of children of other Bulgarian return migrants. A special (targeting) approach is adopted for refugee children, who are included in the same group of ‘vulnerable’ students along with Roma pupils, assuming that both do not have a good command of the Bulgarian language and are at risk for unsuccessful adaptation at school.

Vyhledávání v informačních zdrojích se zaměřením na tvorbu systematických review v oblasti speciální pedagogiky

Author(s): Zuzana Svobodová,Jiří Kantor / Language(s): Slovak,Czech Issue: 2/2024

The creation of a search strategy and conducting the search in various information sources is recognized as a critical component of the systematic review methodology that affects the quality of the final outcomes produced by these studies. Despite the importance of this step, little in the way of bestpractice was published in (special) educational journals. This article describes the whole procedure of the search process and the importance of the role of information specialist in the systematic review´s team. This procedure includes the development of a search strategy, balancing demands forspecificity and sensitivity of the search strategy, selection of databases/other information sources, conducting searches, translating search strategies between databases/other information sourcesand documenting how the searches were conducted. This article explains all these steps according to the methodologies developed by JBI and optimization techniques based on international research outcomes. Searches realized in systematic reviews should include preliminary, primary, secondary,and tertiary searches. Mainly, the primary search when the appropriate search strategy is developed based on the teamwork and using specific strategies is essential to achieve non-biased conclusions.

СЪЗДАВАНЕ НА СРЕДСТВА ЗА ДОПЪЛНИТЕЛНА И АЛТЕРНАТИВНА КОМУНИКАЦИЯ ЗА ДЕЦА СЪС СОП И ТЯХНОТО ПРИЛОЖЕНИЕ В ПЕДАГОГИЧЕСКАТА ПРАКТИКА

Author(s): Maria Dishkova / Language(s): Bulgarian Issue: 1/2024

The creation of tools of additional and alternative communication for children with special educational needs is a practice that is not implemented by all pedagogical specialists in educational institutions, but it is beginning to be confirmed as working and successful. Pedagogical students are assigned similar tasks, and it becomes visible that more and more of them grasp the idea of providing additional opportunities for communication with children with disabilities and generalized developmental disorders. The opinion of 70 students was studied in the direction of: the creation and use of AAC boards in mass pedagogical practice; included resources; element of obligation; digitization; applicability. The goal is to draw conclusions about their readiness to use alternative opportunities for adequate communication and optimal development of children and students with SEN in mainstream kindergartens and schools.:The creation of tools of additional and alternative communication for children with special educational needs is a practice that is not implemented by all pedagogical specialists in educational institutions, but it is beginning to be confirmed as working and successful. Pedagogical students are assigned similar tasks, and it becomes visible that more and more of them grasp the idea of providing additional opportunities for communication with children with disabilities and generalized developmental disorders. The opinion of 70 students was studied in the direction of: the creation and use of AAC boards in mass pedagogical practice; included resources; element of obligation; digitization; applicability. The goal is to draw conclusions about their readiness to use alternative opportunities for adequate communication and optimal development of children and students with SEN in mainstream kindergartens and schools.

FOREIGN LANGUAGE TEACHING IN PRIMARY EDUCATION: APPROACHES, CHALLENGES, AND BENEFITS

Author(s): Ancuta Ionescu / Language(s): English Issue: 40/2025

In an increasingly interconnected world, the ability to communicate in multiple languages has become not only an asset but a necessity. Early foreign language education, particularly in primary schools, plays a pivotal role in equipping students with the linguistic and cultural skills they need to thrive in a globalized society. Research indicates that young learners possess a remarkable capacity for language acquisition, often surpassing adults in their ability to achieve native-like proficiency and pronunciation when exposed to a new language early on (Bialystok, 2001). The introduction of foreign languages at the primary level offers far-reaching benefits, including enhanced cognitive development, greater cultural awareness, and improved academic performance across subjects. Despite these advantages, implementing effective foreign language programs in primary schools comes with its own set of challenges. These include ensuring that teachers are adequately trained, developing engaging and age-appropriate curricula, and addressing potential resource limitations.This article explores the multifaceted aspects of foreign language teaching in primary education. It examines the cognitive and social benefits of early language learning, evaluates various pedagogical approaches, and discusses the challenges educators face in delivering effective language instruction. By understanding the impact and intricacies of foreign language instruction in primary education, stakeholders- including educators, parents, and policymakers- can make informed decisions that foster language proficiency and cultural competence among young learners.

EMOTIONAL DEVELOPMENT AND WELL-BEING: REFLECTIONS OF EDUCATIONAL ACTORS

Author(s): Mariana Baţog / Language(s): Romanian Issue: 40/2025

Emotional development is an important psychological aspect for creating and maintaining well-being in a modern school. Emotional development is a structural component of student well-being. In this article, we presented the results of an experimental study of the opinions of school leaders, teachers, and school psychologists about the importance of emotional development and well-being in an educational environment. Thus, 175 participants of the educational process were interviewed. Heads of the education system, teachers and school psychologists have identified the impact of the emotional development of participants in the educational process on well-being at school, and identified the main emotional problems of students of different age categories. At the same time, school leaders, teachers and school psychologists noted preferences in vocational training in certain psychological disciplines, which significantly contribute to the creation of well-being in educational institutions. Well-being is a condition and resource of a developing, friendly and inclusive school environment and a completion and product of quality psychological assistance in school

PERSPECTIVES ON THE GENDER DIMENSION IN EDUCATION

Author(s): Nicoleta-Cristina Sâmcea / Language(s): Romanian Issue: 40/2025

The research interest in gender issues in education is driven by the increasing emphasis on equal opportunities in European education policies, the growing academic and public interest in gender studies in Romania, and the concern of educators about the integration of gender education in schools. Gender considerations have played a significant role in education from early family-based instruction to modern schooling. Historically, education oscillated between gender-segregated and coeducational models, with gender differences evident in access, curricula, school organization, and teaching staff composition. In Romania, references to gender-specific education date back to the 14th century. The first documented girls' school was established in 1544 in Transylvania, followed by legal frameworks in the 17th century that acknowledged girls' education. During the 18th and 19th centuries, state policies increasingly recognized the need for female education, though disparities persisted. By the late 19th century, legislation mandated equal access to elementary education but maintained gendered curricula and career paths. The 20th century saw further progress toward educational equality, culminating in policies that aimed to eliminate gender distinctions in schooling. Post-1944 educational policies emphasized universal access to education, largely ignoring gender differences. While Romania's education system today promotes equity, explicit references to gender equality remain limited in official policies, despite the legal framework established by Law 202/2002 on equal opportunities. Two major theoretical perspectives on gender in education exist: the biological approach, which considers gender roles as naturally determined, and the cultural approach, which views gender as a socially constructed identity shaped by education, socialization, and cultural influences. In Romania, gender studies gained prominence after 1990, with academic feminism driving awareness. Key milestones include the emergence of feminist journals and gender-focused academic programs. Several studies and projects have investigated gender in education, examining stereotypes in preschool education, primary school textbooks, and school curricula. Findings highlight persistent gender biases, traditional role models, and a lack of systematic integration of gender issues in educational content. The study aimed to assess how gender biases are embedded in educational content, teaching methods, and school interactions. It employed a mixed-method approach, including content analysis of textbooks, student surveys, and policy document reviews. Textbook analysis• images: A disproportionate representation of male figures (60%) was observed in school textbooks. Males were depicted in active roles, while females appeared in passive, supportive, or domestic roles.• text content: Male characters were associated with leadership, bravery, and intellectual pursuits, whereas females were linked to emotional sensitivity, caregiving, and household responsibilities. Gender roles were rigidly divided between public (men) and private (women) spheres. Survey results A survey of 67 students in Dolj County (59% female, 41% male) revealed:• Gender stereotypes influence student perceptions of abilities and career choices.• Teachers tend to unconsciously reinforce gender roles in classroom interactions.• Vocational guidance reflects traditional gender expectations, with boys encouraged toward technical fields and girls toward caregiving or artistic professions. Despite legal frameworks supporting gender equality, Romanian education still reflects traditional gender norms. Textbooks and curricula subtly reinforce stereotypes, limiting students' perspectives on gender roles. Gender-neutral policies result in an implicit gender bias rather than an active promotion of gender equality. To achieve true gender equity in education, policies must explicitly address gender issues, revise curricula to incorporate gender-sensitive content, and train educators to recognize and counteract gender biases in their teaching practices.

EXPLICIT AND IMPLICIT MANIFESTATIONS OF GENDER IN SCHOOL TEXTBOOKS: MALE AND FEMALE CHARACTERS

Author(s): Nicoleta-Cristina Sâmcea / Language(s): Romanian Issue: 40/2025

School is not only a means of transforming lives but also a mechanism for organizing them. It plays a key role in shaping social structures, including gender relations. Schools prepare students for the gendered division of labor, both at home and in the workplace, actively producing and reinforcing gender norms rather than merely reflecting existing social ideologies. According to Barrie Thorne, gender identities, masculinity, and femininity are socially constructed through various influences, including family, peers, media, and educational content. One crucial instrument in this process is the textbook, which communicates ideas about gender norms and roles selected from cultural and historical sources. Given its significant impact on shaping students’ perceptions, it is essential to analyze and evaluate textbooks for gender representation. Textbooks create a symbolic world where children spend hours daily, forming ideas about what is normal, acceptable, and appropriate. They serve as "training grounds" for real-life social roles. This study examines how gender is constructed in high school Romanian language and literature textbooks, comparing materials from before and after 2000. The research aims to determine whether these textbooks reinforce gender stereotypes explicitly or implicitly, despite existing non-discriminatory legislation. Main research question: Do Romanian language and literature textbooks reinforce gender stereotypes? Specific research problem: Do textbooks influence students’ behavior and perceptions of gender roles through the experiences they provide in formal education? Hypothesis: Despite non-discriminatory legislation in Romania, gender stereotypes persist in textbooks, both explicitly and implicitly. Methodology: The study analyzes four high school textbooks: two from the 1980s-1990s and two from the 2000s. The analysis focuses on gender representation in illustrations and text, identifying differences and similarities in how gender roles are portrayed over time. The research investigates the following:• The presence of male and female characters in illustrations• Gender-coded traits and behaviors• Gender-based interaction patterns• Representation of power and authority• Gender stereotypes in visual and textual content A total of 572 illustrations were examined, documenting gender representation through empirical indicators such as visibility, authority, stereotype reinforcement, and interaction patterns. Findings1. Gender representation in illustrations• Male characters dominate the visual content: 62% of illustrated characters are male, while 38% are female.• The most significant disparity appears in Manual 3, where 82% of illustrations feature males and only 18% feature females.• No textbook contains more female than male characters.2. Gender interaction and segregation• 78% of mixed-gender illustrations show interaction between male and female characters, suggesting no strong gender segregation.784• Male characters interact more frequently than female characters, reinforcing an active male/passive female dynamic.3. Representation of power and authority• Male characters appear more often in leadership roles, making decisions or guiding others.• Female characters are more frequently depicted as obedient or in subordinate roles (28 cases vs. 15 for males).• Men are portrayed as stronger and more independent, while women are associated with care and emotional support.4. Gender stereotypes and non-stereotypical representations• Traditional gender stereotypes dominate: men engage in public and professional activities, while women are shown in domestic roles.• Few counter-stereotypical representations exist, such as men engaging in household tasks or women participating in technical fields.5. Clothing and technological representation• Female characters predominantly wear dresses and skirts (74%), reinforcing traditional femininity.• Textbooks fail to reflect modern technological realities, with minimal references to contemporary devices like computers or mobile phones, even in post-2000 editions.6. Spatial representation (public vs. private space)• Men appear more frequently in public settings (30% of illustrations), reinforcing the idea of male dominance in professional and societal roles.• Women are more evenly distributed between public (36%) and private (26%) spaces, although some textbooks still emphasize traditional female domesticity. The study highlights several key patterns in gender representation in Romanian language and literature textbooks:• Male characters are overrepresented both numerically and in leadership roles.• Gender interaction is common, reducing segregation but maintaining male dominance in activity and authority.• Stereotypes persist, with women often confined to traditional domestic roles.• Textbooks shape gender identity by reinforcing societal norms through visual and textual content. Despite some progress, Romanian textbooks remain gendered instruments, subtly influencing students’ perceptions of masculinity and femininity. To foster a more equitable educational environment, future textbook revisions should actively address gender bias and promote diverse role models.

THE LINK BETWEEN IE AND LANGUAGE DISORDERS IN PRESCHOOLERS

Author(s): Miluța Ursu / Language(s): Romanian Issue: 40/2025

Preschool children show sympathy, a certain degree of self-control, and occasionally a sense of fairness in sharing objects, [2,p.83]. Conscientiousness requires maturity and this moral feeling develops in school age and adolescence. There will emerge that personal integrity which we call character. The school's role is to cultivate emotional intelligence through therapy. Freeing the emotions, "will not be an easy task politically... given the turmoil they will create. But we must accept this or continue to raise generations of adults who ignore emotions and thus behave in destructive ways" [2, p. 105]. Preschoolers with language impairments have less access to social interaction, which in turn limits their opportunities to learn about their emotions and the emotions of others. Language barriers are disruptive factors in the expression of emotions and the consequences are seen in the behaviour and attitudes of young children.

CURRICULUM INTEGRATION STRATEGIES FOR THE FORMATION OF ECOLOGICAL CULTURE IN EARLY SCHOOL-AGE STUDENTS

Author(s): Elena Chiriac / Language(s): Romanian Issue: 40/2025

The article given in the formation of ecological culture in students of small school age, emphasizing the importance of an interdisciplinary approach in education. The integration of ecological themes in various school subjects, such as: natural sciences, civic education, practical skills and visual arts, mathematics, Romanian language and literature, music and movement allows students to understand the interdependence between man and nature, thus contributing to the formation of culture ecological.

TRAINING OF SPEECH THERAPISTS IN WORKING WITH APHASIC PATIENTS

Author(s): Victoria Maximciuc / Language(s): Romanian Issue: 40/2025

The article reflects the problem of training speech therapists with aphasic patients. The issue of training speech therapists in working with aphasic patients is a very important one because of the dramatic increase in the number of these patients and the worsening of stroke. Different problems faced by teaching staff in preparing future specialists are analysed. Main directions, contents, principles of theoretical and practical training are outlined. The main activity stages and their contents are analysed. A decisive role in the theoretical and practical training is the development of one's own opinion about the effectiveness of speech and language therapy intervention methods in aphasia.

CONCEPTUAL-THEORETICAL INTERDISCIPLINARY IDENTITIES AIMED AT ECOPSYCHOLOGY

Author(s): Maria Dorina Paşca / Language(s): Romanian Issue: 40/2025

Knowing that interdisciplinarity is essentially a way to bring together flexible and interconnected strategies and logistics, which, in turn, capture the essence of the component part, at a given moment re-integrating the whole. In this context, responding to certain needs and keeping their competence and the imprint that defines them, psychology: environmental, ecological and ecopsychology, are found in terms of the relationship of man with the environment in which he lives, this being both physical and social. We thus try to answer the rhetorical question "I rule the world or the world rules me".