Dear authors, readers and followers
of the journal
Strategies for Policy in Science and Education,
The start of a new year is always charged with optimism and hope for better days, with creative plans and ambitions, with fervent intent to conquer new heights and stand up to challenges. This pertains to our journal Strategies for Policy in Science and Education as well, since it is and has always been the domain of free spirit in education and science, a space to exchange bold new ideas and innovative solutions, a forum for ethical scientific polemics and interdisciplinary cooperation, aimed at a single purpose – the authority, international prestige and recognition of Bulgarian education and science.
As one of the most influential publications of Az-buki National Publishing House under the Ministry of Education and Science, the Strategies for Policy in Science and Education journal has earned a respectable place among the high-ranking scientific publications and we can confidently say that that is thanks to you all – the esteemed authors of the journal, the dedicated Editorial Board, and, last but not least, the readers and followers who firmly believe that in the pages of our journal they can find clear direction, critical evaluation and, most of all, space to discuss strategic problems of science and education worldwide.
Recently in media there have been voices that call attention to the devaluation of the original educational values, to generational deficits of values, to the need for rethinking and reforming the educational content in schools in order to enhance children and teenagers' functional literacy and to shift the focus more towards the natural sciences, which prepare young people for a successful professional realisation and answer to society and economy's need for innovational growth. These are not new topics for our journal, however, it is our duty to take active part in this public discussion with scientifically-backed arguments and well-founded long-term solutions.
Another topic that widely resonates in society concerns itself with how Bulgarian school education and higher education measure up to the European and worldwide standards of quality. Here, the unequivocal position would be in favor of the good educational traditions that have found their adequate continuation and affirmation in our time as well. We can, however, still pose the question whether education sufficiently provides the necessary practical skills and competencies in the spirit of the competency-based approach, whether it is flexible and adaptive enough to offer interdisciplinarity, a healthy balance between theory and practice, and orientation towards the recently popular modular education focused on recognising micro-credentials, such as during Erasmus mobility or for the purposes of life-long education.
One more topic, quite important to the recently gaining attention Gen Z, often qualified as the first entirely digital generation, is that of the digitalisation of education, the ubiquitous implementation of innovational information technologies and the viewpoints for/against the usage of artificial intelligence for educational purposes.
The developments in science also place importance on discussion topics such as: competitiveness of scientific results on an international scale, ensuring a closer and inseparable connection between science and practice, fostering interest in science at the school education stage, and many others.
These are all example topics and are not meant to limit the scope of the scientific pursuits that find their platform on the pages of the Strategies for Policy in Science and Education journal. On the contrary, the journal is known to foster variety in thematic viewpoints, objective and scientifically-backed statements and, most of all, potential for polemics and discussion in the spirit of critical thinking and existential respect for human values.
May our journal continue to serve as a voice for scientific truth within the strict confines of objectivity, polemical tone and contribution to the discussion of key topics from the science and education discourse in 2026 as well.
One piece of good news is that this year our readers will receive open access online to the articles published in the journal.
To all of you, creators of education and science in Bulgaria, members of the journal's Editorial Board, all of you readers, for the new 2026 I wish you health, creative thought and the ceaseless energy to see this creativity realised on the pages of the Strategies for Policy in Science and Education journal! Let us together keep building and establishing the national and international prestige of our journal, and may our combined efforts bear plentiful fruit for education and science!
Acad. Prof. Hristo Beloev, DTSc DHC mult.,
Editor-In-Chief
Assessment of Web Accessibility of University Websites in Bulgaria: A Path Towards Inclusive
Marieta Borisova Hristova
University of National and World Economy
https://doi.org/10.53656/str2026-1-1-ass
Abstract. Digital inclusion has become a central element of contemporary educational and social policy within the European Union. One of its core dimensions is web accessibility – the functionality of websites that allows them to be usable by all users, including people with disabilities.
This study aims to evaluate the web accessibility of the homepages of official university websites in Bulgaria. Web accessibility is considered a key component of the right to education and equal access to digital environments, particularly for students with functional limitations. The analysis covers 51 functioning websites of higher education institutions and is based on two widely recognised automated tools – WAVE and TAW – applying the standards of WCAG 2.1.
The results indicate that 98% of the websites contain at least one accessibility error. The most common issues are related to insufficient colour contrast, missing alternative text, and inaccessible navigation elements.
The findings confirm the presence of systemic shortcomings in the implementation of accessibility standards and underscore the need for institutional measures to improve digital inclusion in higher education.
Keywords: web accessibility, higher education, WCAG 2.1, digital exclusion, people with disabilities, university websites
School Learning Environments for Sustainability in Bulgaria
Hristina Bancheva-Preslavska
University of Forestry
https://doi.org/10.53656/str2026-1-2-sch
Abstract. Development of sustainable school environments requires a collaborative, interdisciplinary approach, based on political will, long-term investment and stakeholder engagement. This article aims to analyze policies and good practices for sustainable learning environments in schools. The methods used are theoretical analysis and synthesis. The results show that Bulgarian schools still face major challenges in becoming sustainable, including policy fragmentation, weak integration of sustainability in education, and limited investments. It is recommended that a new comprehensive national program for sustainable schools be prepared. Education for Sustainable Development must be embedded across all subjects through real-world, competence-based learning. Sustainable environments should include outdoor spaces and biodiversity. Energy efficiency efforts need to expand, prioritizing renewables and smart systems. Waste management with student involvement should be adopted. Teachers require ongoing training, access to resources, and networks. Stronger school-community-local government partnerships and regular monitoring with student participation are essential for lasting impact.
Keywords: environmental education, education for sustainable development, sustainable schools
Students’ Opinions on the Academic Staff and Diplomas in the New Reality
Miroslav Nedelchev
Ministry of Education and Science
Yulia Nedelcheva
University of Chemical Technology and Metallurgy
https://doi.org/10.53656/str2026-1-3-stu
Abstract. The aim of the article is to attempt to define the nature and purpose of academic staff and higher education diplomas. To achieve this aim, the opinions of students on the current state of the higher education system were collected. 219 opinions were processed in a unique environment, the new reality, during the COVID-19 pandemic.
The results of the article define academic staff and diplomas as tools for achieving the ultimate aim of higher education – to improve employability of students. The opinions present academic staff as a benchmark for successful and experienced citizens who, together with employers, guide students to academic disciplines in demand in the labor market. The diploma has a material nature, given its aim for the practical implementation of students in the labor market, and at the same time – imaginary features, given the duration of training, the dynamics of the labor market and the measures imposed by the emergency situation. The COVID-19 pandemic is a catalyst for modernizing the higher education system and its adaptation to the new reality through the personalization of education. The recommendations made by students go beyond the boundaries of the higher education system, extend to the labor market and relate to situations beyond the COVID-19 pandemic.
Keywords: opinion review; COVID-19 pandemic; Bulgaria
School Uniforms between Belonging and Self-Expression
Irena Dimova-Gencheva
University “Prof. Dr. Asen Zlatarov” – Burgas (Bulgaria)
Georgi Genchev
PGMEE – Burgas (Bulgaria)
https://doi.org/10.53656/str2026-1-4-uni
Abstract. This article explores the topic of school uniforms, situating the issue within the Bulgarian educational context, particularly in relation to the structure of the national education system and the Law on School and Preschool Education. Central to the study is the theoretical question of individuality and the extent to which wearing a school uniform affects students’ ability to express themselves. We seek to examine how the standardization of attire within the school setting intersects with students’ need for belonging and contributes to the formation of a “sense of continuity.” The theoretical framework is supported by a survey conducted among students, with questions designed to reflect the research objectives. The survey emphasizes the concept of continuity as expressed through the shared uniform, which carries the emblematic features of the respective educational institution.
Keywords: school uniforms; Bulgarian schools; students; belonging; self-expression; survey
Recognition and Management of Burnout in Helping Professions: Guidelines for Educational Leaders and Teachers
Lachezar Afrikanov
New Bulgarian University
https://doi.org/10.53656/str2026-1-5-raz
Abstract. Burnout is a significant issue in helping professions such as coaching, education, and human resource management, where job demands can lead to severe physical, emotional, and mental exhaustion. The importance of the burnout topic is evidenced by the existence of national resources like the electronic portal for diagnosing and preventing burnout syndrome and fostering resilience among educational professionals (Stress Portal, 2024), as well as the findings of the „Teacher Resilience“ project, which emphasize the need for systematic approaches to managing professional stress and building resilience (Petrov, Afrikanov, Yanakiev, 2022).
This study analyzes the experiences of five seasoned professionals from these fields, focusing on burnout symptoms, prevention strategies, and coping mechanisms. Through qualitative analysis of semi-structured interviews, key themes such as mindfulness, boundary setting, and the use of somatic practices have been identified. The results highlight the importance of a supportive environment created by school principals and educational leaders in preventing teacher burnout.
Keywords: burnout; helping professions; educational leaders; teachers
Synergy between Positive Psychology and Spirituality: A New Paradigm for Contemporary Education
Yordan Avramov
Stoil Mavrodiev
South-West University “Neofit Rilski”
https://doi.org/10.53656/str2026-1-6-sin
Abstract. The present article explores the potential of positive psychology and spirituality as a basis for transforming contemporary education and personality formation. It analyzes the state of society, emphasizing existential crises, spiritual voids, and increasing isolation in the postmodern world. Through synergy between positive psychology and spiritual pedagogy, global goals for education are proposed, aimed at human flourishing, self-actualization, and the development of virtues. The article advocates for a new educational paradigm that encourages spiritual identity, self-awareness, and prosocial behaviors to counteract challenges such as aggression, depression, and lack of meaning.
Keywords: Positive psychology; spirituality; spiritual pedagogy; education; personality formation; flourishing; virtues; self-awareness
Professional Satisfaction of Academic Staff Participating in Erasmus Teaching Mobility
Teodor Gergov,
Tsvetelina Hadzhieva
South-West University “Neofit Rilski”, Blagoevgrad
https://doi.org/10.53656/str2026-1-7-pro
Abstract. The Erasmus program has facilitated international teaching mobility for academic staff across Europe, promoting not only academic collaboration but also professional satisfaction. This study explores the impact of teaching mobility under the Erasmus program on the professional satisfaction of academic staff. Using a mixed-methods approach, we surveyed and interviewed participants to assess their experiences, perceived benefits, and challenges. The findings indicate that teaching mobility enhances professional satisfaction through skill development, networking opportunities, and cultural exchange, while also presenting challenges such as adjustment to new environments and workload management. The study concludes with recommendations for institutions to support academic staff in maximizing the benefits of their mobility experiences.
Keywords: Erasmus program, academic staff, teaching mobility, professional satisfaction, higher education
Application of The Mathematical Fairy Tale to Enhance the Motivation and Achievement of Bilingual Fifth-Grade Students
Dena Spyrou
Independent – affiliation not provided
https://doi.org/10.53656/str2026-1-8-app
Abstract. This article presents the results of a pedagogical experiment aimed at examining the effectiveness of the mathematical fairy tale as an instructional tool in fifth-grade mathematics education, with a particular focus on bilingual students. The study was conducted in a Bulgarian school and proceeded through three stages—diagnostic, formative, and evaluative. The diagnostic stage revealed low levels of mastery of mathematical terminology, limited ability to apply mathematical laws, low interest in the subject, and frequent discipline problems. In the formative stage, original mathematical fairy tales, aligned with the curriculum, were integrated into the lessons for the experimental group, serving introductory, explanatory, summarizing, and corrective functions, as well as an “adventure-test” function for assessment. The evaluative stage demonstrated a significant improvement in the experimental group compared to the control group across all established criteria: mastery and accurate use of abstract concepts, ability to apply mathematical formulas, and test performance. The study confirms the hypothesis that incorporating mathematical fairy tales into the learning process enhances instructional effectiveness, stimulates interest, leads to higher academic achievement, and positively changes students’ attitudes toward mathematics.
Keywords: mathematical fairy tale, mathematics teaching methodology, bilingual students, cross-curricular connections, motivation, academic achievement
Screen Behaviour and Physical Activity among 8th – 12th Grade Students from Stara Zagora and the Region
Milena Goranova
Regional Health Inspectorate of Stara Zagora
Teodora Dimitrova,
Tsvetelina Tarpomanova
Medical University - Varna
https://doi.org/10.53656/str2026-1-9-ekr
Abstract. Technology addiction is a global issue. The increase of screen time leads to a sedentary lifestyle among young people.
The objective of this study is to identify the characteristics of screen behaviour and the level of physical activity among 8th to 12th grade students from Stara Zagora and the region. A group of 1257 students were surveyed between February and March 2024. A personalised survey, consisting of three standardised screen behaviour tests and a standard physical activity questionnaire, was conducted. The results were processed using IBM SPSS Statistic_Base-v.25.
A low level of activity was indicated by 63.6 % of students, screen addiction by 37.9%, multitasking addiction by 39.1% and video game addiction – 19.5%. Screen addiction is found to have a statistically significant correlation with lower physical activity.
It is important to raise awareness of the screen addiction risk among parents and teachers and to promote physical activity among adolescents.
Keywords: screen behaviour; physical activity; screen addiction
