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.
В последно време в медийното пространство се чуват гласове за девалвация на изконните ценности в образованието, за поколенчески ценностни дефицити, за необходимостта от преосмисляне и реформиране на образователното съдържание в училищата с цел повишаване на функционалната грамотност на подрастващите и по-засилен фокус върху природните науки, подготвящи младите хора за успешна професионална реализация и отговарящи на потребностите от иновационен растеж на икономиката и обществото. Тази тема не е нова за нашето списание, но то е призвано да вземе активно участие в обществената дискусия с научни аргументи и обосновани дългосрочни решения.
Друга тема с обществен резонанс е за съпоставимостта на българското средно и висше образование с европейските и световните стандарти за качество. Тук еднозначната позиция би била в полза на добрите образователни традиции, намерили своето адекватно продължение и утвърждаване в днешно време. Но все пак можем да зададем въпроса дали образованието в достатъчна степен осигурява необходимите практически умения и компетентности в духа на компетентностния подход, дали е достатъчно гъвкаво и адаптивно, за да предложи интердисциплинарност, премерен баланс между теория и практика и ориентация към актуалното напоследък модулно обучение с оглед признаването на микроквалификации (micro-credentials), например в периоди на „Еразъм“ мобилност или за целите на ученето през целия живот.
Още една тема, твърде актуална за нашумялото напоследък поколение „Джен Z“, квалифицирано като първото изцяло дигитално поколение, е за дигитализацията на образованието, повсеместното приложение на иновационните образователни технологии и гледните точки „за“ и „против“ използването на изкуствения интелект за образователни цели.
Развитието на науката също поставя на дневен ред дискусионни теми, като: конкурентоспособност на научните резултати в международен мащаб, осигуряване на по-тясна и неразривна връзка между науката и практиката, възпитаване на интереса към наука още на етапа на училищното образование и много други.
Изброените теми са примерни и по никакъв начин не ограничават обхвата на научните търсения, получили изява на страниците на списанието „Стратегии на образователната и научната политика“. Напротив, списанието е известно с това, че насърчава разнообразието от тематични ракурси, обективни и научно обосновани позиции и най-вече потенциала за полемика и дискусия в духа на критичното мислене и екзистенциалния респект към общочовешките ценности.
Нека и през 2026 година нашето списание да продължи да отстоява гласа на научната истина в безапелационните граници на обективността, полемичния тон и приноса към разискването на ключови теми от дискурса на образованието и науката.
Добра новина е, че през тази година ще предоставим на нашите читатели свободен онлайн достъп до публикациите в списанието.
На всички Вас, творци на образованието и науката в България, на редакционния екип на списанието и на всички негови читатели през Новата 2026 година желая крепко здраве, будна творческа мисъл и неизтощима енергия за нейното претворяване на страниците на списанието „Стратегии на образователната и научната политика“! Нека заедно да продължим да градим и утвърждаваме националния и международния престиж на нашето списание и нека съвместните ни усилия да дадат богати плодове в полза на образованието и науката!
Академик д.т.н. Христо Белоев,
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
