Role of Attitudes and Beliefs for Choosing a Kindergarten or Primary School Teacher Profession
Prof. Dr. Nadezhda Kaloyanova
Burgas State University „Prof. Dr. Assen Zlatarov” (Bulgaria)
https://doi.org/10.53656/ped2026-2s.01
Abstract. This study substantiates the importance of teachers’ attitudes and beliefs in their professional activity. Their specificity as psychological constructs is examined, as well as the peculiarities of the relationship between them. Leading theoretical interpretations of the role of attitudes and beliefs in the teaching profession are presented. Based on the most widespread theories, a theoretical framework for their study in relation to students preparing to become kindergarten and/or primary teachers is built. An empirical study conducted among 58 students at the beginning of their training as kindergarten and/or primary teachers is presented. The metodogical tool of the research is a freely developed essay „My Educational Philosophy“. An analysis of the content of the texts was made, analyzing the derived advertisements and beliefs according to 4 separate content categories. Conclusions are formulated regarding the structure of the respondents’ attitudes and beliefs as a prerequisite for their future professional education.
Keywords: teachers’ beliefs, teachers’ attitudes, pedagogy students
Affective Forecasting in Pedagogy Students: Expectations Versus Reality
Dr. Penka Valcheva, Assoc. Prof.
Burgas State University “Prof. Dr. Assen Zlatarov” (Bulgaria)
https://doi.org/10.53656/ped2026-2s.02
Abstract. This report examines affective forecasting among pedagogy students at Burgas State University “Prof. Dr. Assen Zlatarov” in Bulgaria.The aim of the study is to conduct a comparative analysis between the students’ affective forecasts and their retrospective emotional feedback regarding their subjective happiness resulting from academic success during the winter examination session. For the purposes of the study, a questionnaire with four items was developed and administered in two stages. There is a gap of 5 months between the two stages of the research, and the study was conducted during the 2024 – 2025 academic year. The study involved 205 students aged between 19 and 47 from all undergraduate pedagogy programs within the Faculty of Social Sciences. Responses were measured using a five-point Likert scale, which categorized student answers into five levels – very low, low, neutral, high, and very high levels of happiness/unhappiness. The majority of students exhibited a tendency to overestimate the happiness they expected to feel from future academic success. This trend was most pronounced among students aged 19 – 25, who initially forecasted a very high level of happiness upon passing their exams, but reported slightly lower actual emotional states just five months later. These findings support the concept of hedonic adaptation, which suggests that most people return to an emotional baseline after positive or negative events. Despite inaccuracies in affective forecasting, the study’s results indicate that students are highly engaged in their academic achievements, which serve as a significant source of subjective well-being.
Keywords: affective forecasting, emotional feedback, pedagogy students, hedonic adaptation
Study on Teachers’ Attitudes towards the Use of Games in the Educational Process at Preschool and Primary School Age
Dimona Yaneva
Burgas State University “Prof. Dr. Assen Zlatarov” (Bulgaria)
https://doi.org/10.53656/ped2026-2s.03
Abstract. This paper presents the pedagogical attitudes towards the use of games as an educational tool in preschool and primary school education. A survey conducted among practicing teachers examined and analyzed their perceptions regarding the role of game-based methods in the learning process, their effectiveness, applicability, and influence on children’s and pupils’ motivation and socio-emotional development. The results indicate that the majority of the surveyed educational specialists perceive games as a significant resource for stimulating interest in learning, fostering creativity, communicative skills, and critical thinking. The study highlights the need for targeted teacher training in the application of game-based approaches, the provision of methodological support, and the creation of a favorable educational environment that encourages the integration of play as a natural part of the educational process.
Keywords: games, educational process, preschool age, primary school age, functional literacy, digital competence
Evaluating Pedagogical Effectiveness of Teaching Methodologies in Healthcare Management Education: an Exploratory Study
Dr. Sotir Bogoslovov, Assist. Prof.
Burgas State University “Prof. Dr. Assen Zlatarov” (Bulgaria)
https://doi.org/10.53656/ped2026-2s.04
Abstract. This exploratory mixed-methods study examines the pedagogical effectiveness of five teaching methodologies – case-based learning, traditional lectures, digital tools and simulation, internship programs, and collaborative group projects – within healthcare management education at a Bulgarian State University. Quantitative survey data from 62 undergraduate and graduate students were complemented by qualitative interviews with 20 participants. The findings demonstrate that experiential and participatory pedagogies are associated with higher levels of perceived learning effectiveness, engagement, and skill development than passive instructional approaches. Internships emerged as the most impactful method, followed by collaborative group projects and case-based learning. Digital tools yielded heterogeneous outcomes contingent on instructional design, while traditional lectures were rated lowest in terms of engagement and applied learning. The results empirically reinforce constructivist and experiential learning theories in the context of healthcare management education and contribute to ongoing debates regarding pedagogical effectiveness in professional training programs.
Keywords: healthcare management education, teaching methodologies, pedagogical effectiveness, student engagement, curriculum development
Emotional Regulation Skills in the Pedagogical Process
Dr. Gergana Avramova-Todorova, Assoc. Prof.
Burgas State University “Prof. Dr. Assen Zlatarov” (Bulgaria)
https://doi.org/10.53656/ped2026-2s.05
Abstract. The article explores models of emotional regulation in the context of their application in a pedagogical environment. It focuses on effectively introducing appropriate approaches to emotional awareness and reflection as an essential component of the learning process. Emotional regulation skills play a crucial role in children’s overall well-being and successful adaptation within the educational environment. This paper presents a theoretical analysis of emotional regulation as a key component of educational well-being, with a specific focus on children from primary school age. Based on established psychological models, the study proposes a structured pedagogical framework for fostering emotional awareness and self-regulation in a learning environment. The article presents a conceptual synthesis complemented by a pedagogical model applicable in primary education, aiming to support teachers in creating emotionally supportive learning environments.
Keywords: emotional regulation, pedagogical process, models of emotional regulation
Educational Approaches to Learning Geometric Transformations in Preschool and Primary Education
Dr. Krasimira Dimitrova, Assoc. Prof.
Burgas State University “Prof. Dr. Assen Zlatarov” (Bulgaria)
https://doi.org/10.53656/ped2026-2s.06
Abstract. The present article presents pedagogical approaches for introducing geometric transformations – symmetry, translation, rotation, and rhythmicity – into mathematics education in preschool and primary school contexts, with a focus on the methodological preparation of future teachers. The study was conducted using a qualitative approach with the participation of students enrolled in the Preschool and Primary School Pedagogy programme, who design and pilot play-based, bodily engaging, and visually supported learning activities in a controlled, simulated educational environment. Data were collected through observation protocols, analytical rubrics, and reflective forms. The results indicate a high level of professional engagement and creativity, as well as improved methodological awareness of geometric transformations, with the identified difficulties mainly related to translation and work with coordinate grids. The present study contributes through the development and piloting of an integrated methodological model combining movement, visualisation, and play for the effective preparation of future teachers.
Keywords: geometric transformations, spatial thinking, play-based approaches, movementbased learning, early childhood mathematics education
The Method of Role Modelling in the Theory of Upbringing: Developing Social Skills in Primary School Students through Creative-Visual Activity
Dr. Avi Abner, Assist. Prof.
Burgas State University “Prof. Dr. Assen Zlatarov“ (Bulgaria)
https://doi.org/10.53656/ped2026-2s.07
Abstract. This study examines the potential of visual art as a pedagogical instrument for fostering social skills among pupils in the early years of primary education. The research was conducted during the second term of the academic year in a metropolitan school in Sofia, over a period of eight weeks. The experimental implementation of this model was supported and facilitated by visual arts educator Mr. Svilen Genov. The sample comprised an experimental group, in which Dr. Abner’s model was applied, and a control group taught through conventional methods. The findings reveal a marked superiority of the experimental group: collaboration increased by 27%, empathy by 28%, and initiative by 27%. By contrast, the control group registered only marginal gains, ranging from 1% to 3%. These results provide compelling evidence of the effectiveness of the implemented model, which integrates role modelling with artistic expression. Of particular significance is the fact that the approach creates favourable conditions for the active social inclusion of quiet pupils, who frequently remain on the margins of classroom dynamics.
Keywords: visual art education, social skills development, role modelling, empathy in primary education, collaboration in the classroom, quiet pupils, artistic expression in pedagogy, experimental pedagogy
Stimulating the Development of Green Competences in Preschool Age
Dr. Blaga Dimova, Assist. Prof.
Burgas State University „Prof. Dr. Assen Zlatarov“ (Bulgaria)
https://doi.org/10.53656/ped2026-2s.08
Abstract. The motive for writing this article is the need to focus on the development of green competences in preschool age. Its aim is to stimulate this development in preschool age because of their importance in the context of competence-based education in contemporary society. Conceptually based on the importance and relevance of the European sustainability competence framework, the main tasks are focused on the following: theoretical study of the problem, developing criteria and indicators establishing the level of green competence formation in preschool age; development and implementation of part of an interactive model – a system of activities to stimulate the development of green competences in kindergarten, presentation of relevant results from the study.
Keywords: green competences, preschool age
Pedagogical Competencies for Teaching Students in the Context of Educational Inequality
Prof. Dr. Lyubomira Popova
„St. Cyril and St. Methodius“ University of Veliko Tarnovo (Bulgaria)
https://doi.org/10.53656/ped2026-2s.09
Abstract. This article examines the application of pedagogical approaches and solutions for teaching in contexts marked by educational inequality. The empirical study aims to diagnose teachers’ pedagogical competencies for working with students in a disadvantaged position, based on teacher self-assessment. Analysis of the results substantiates the need to strengthen competencies related to the use of relevant approaches that mitigate the effects of educational disparities and support the full personal and cognitive development of students in a disadvantaged position.
Keywords: students in a disadvantaged position, teachers, pedagogical competencies
Inclusive Digital Transformation in Special Education: Challenges and Opportunities in the European Context
Dr. Kaloyan Damyanov, Assoc. Prof.
Prof. Milen Zamfirov, DSc.
Burgas State University “Prof. Dr. Asen Zlatarov”,
Sofia University “St. Kliment Ohridski” (Bulgaria)
https://doi.org/10.53656/ped2026-2s.10
Abstract. This report investigates the current state of inclusive digital transformation in special education across various European contexts, analysing the challenges encountered and opportunities afforded by technological integration. This study synthesises research findings from multiple European sources to identify key barriers, including the digital divide, funding constraints, and resistance to change, while highlighting successful initiatives and future prospects. The analysis revealed that although digital technologies offer significant potential for enhancing inclusive education, their systematic implementation necessitates comprehensive policy frameworks, adequate teacher training, and sustained financial support. The findings suggest that successful digital transformation in special education relies on collaborative approaches involving educators, policymakers, and communities, with particular attention to addressing inequalities in resource access.
Keywords: inclusive education, digital transformation, special education, European Union, accessibility, educational technology
Protection of Children with Disabilities from Violence at Home, at School, on the Street, in the Community
Maria Dishkova, Assoc. Prof., DSc.
Yordanka Mavrodieva, PhD Student,
Ana Burieva, PhD Student,
Georgi Yanev, PhD Student
Burgas State Univeristy “Prof. Dr. Assen Zlatarov” (Bulgaria)
https://doi.org/10.53656/ped2026-2s.11
Abstract. Social and pedagogical practice shows that children with disabilities are not sufficiently protected from manifestations of violence. They and their families often either do not know their rights or do not demand their observance. Being children at risk, they are protected by law and receive institutional protection, but the problem stems from the fact that violence against children with disabilities remains invisible. The conducted research aims to study the opinions of specialists working in social services for children, including children with disabilities. The results obtained are analyzed in several directions: reasons for the manifested violence; types of violence; perpetrator (parents, relatives, teachers, classmates, specialists from practice). The legal regulation for ensuring the protection of children with disabilities, especially against manifestations of discrimination, rejection, cruelty, is also justified.
Keywords: violence, children with disabilities, protection
