Psychological Aspects of Digitalisation among Students in the Process of Developing Smart Higher Education
Kirilka Tagareva
University of Plovdiv “Paisii Hilendarski”
https://doi.org/10.53656/ped2025-7.01
Abstract. This article explores certain psychological effects of digitalisation in smart higher education. Specifically, the study examines the impact of students‘ digital competencies on two psychological constructs: self-efficacy and well-being. A dedicated empirical study was conducted with 242 students. The analysis of the results indicates that competencies such as “Maintaining a Digital Identity”, “Collaboration through Digital Technologies”, and “Creative Use of Digital Technologies” play a key role in enhancing well-being by improving social connectivity, confidence, and a sense of meaning. Conversely, “Data Management” and “Integration of Digital Content” contribute negatively, highlighting differences in the impact of digital competencies. Self-efficacy was identified as a central variable mediating the relationship between digital literacy and well-being. This suggests that interventions aimed at developing digital skills and confidence can significantly improve students’ well-being. The study provides valuable insights for designing educational programmes that support digital transformation.
Keywords: digitalisation; smart higher education; students, digital competence; self-efficacy; well-being
Pedagogical Technology for Mastering the Division of Natural Numbers by a Two-digit Number
Vladimira Angelova
University of Plovdiv “Paisii Hilendarski”
https://doi.org/10.53656/ped2025-7.02
Abstract. The educational reforms implemented in Bulgarian education over the past few years have affected mathematics education in the early stages of schooling. The changes that have taken place are clearly distinguishable in the curricula for mandatory education. The current mathematics curriculum for the fourth grade in secondary school defines seven global topics, within which the planned educational content is structured.. This study focuses on developing an innovative methodology for teaching the arithmetic operation of dividing natural numbers by a two-digit number – one of the most complex topics in mathematics education. The aim of this publication is to present the developed and experimentally tested original technological approach for teaching the algorithms for performing the division of a natural number by a two-digit number within a specific methodological system. The components of the developed instructional approach include digital educational resources in the form of video films. During the 2023/2024 academic year, an experimental study was conducted with 192 fourth-grade students, divided into two groups – an experimental group and a control group, each consisting of 96 students. The author’s instructional technology was integrated into the teaching of the experimental group. The main criterion for measuring its effectiveness was the degree to which students acquired competencies in dividing a natural number by a two-digit number, assessed based on ten indicators. A quantitative and qualitative analysis of the results from the experimental study is presented. The obtained results conclusively prove the effectiveness of the developed pedagogical technology for mastering the division of a natural number by a two-digit number. After integrating this technology into the learning process, students acquire competencies in using the algorithms for performing this operation in various contexts, including: finding a number using the concept of “… times smaller”; comparing the values of numerical expressions; determining the value of a composite numerical expression; finding an unknown number in an equation—unknown factor, unknown divisor; modelling a word problem with numerical expressions; solving a geometric problem.
Keywords: primary school; math education; division of natural numbers by a two-digit number; digital resources
Insights from Exploring Primary School Teachers’ Perceptions on Core Characteristics of Intercultural Education
Bujar Adili,
Arbresha Zenki-Dalipi,
Jehona Rushidi-Rexhepi
University of Tetova (North Macedonia)
https://doi.org/10.53656/ped2025-7.03
Abstract. This research explored the impact of variables including school cultural structure, level of education, and teaching experience on primary school teachers’ perceptions of the core characteristics of intercultural education. Two separate scales from Bedeković’s (2011) Survey Questionnaire were administered to 217 primary school teachers in the Republic of North Macedonia. The scale’s reliability coefficient (Cronbach’s Alpha) was found to be 0.67 and 0.92, respectively. Statistical analyses, including T-tests and ANOVA, were conducted to examine potential differences in teachers’ perceptions based on the explored variables. The findings revealed statistically significant differences in perceptions of the key definition of interculturality (t=-4.381, p=.000) as well as the objectives of intercultural education (t=-3.532, p=0.001) between teachers in multicultural and monocultural schools. Continuous professional development on cultural diversity is imperative for teachers.
Keywords: teacher training; cultural diversity; intercultural education; perceptions; multicultural schools
Sign Supported Speech Multimodal Technique in English Language Teaching of Bulgarian Hearing Impaired Children
Diyana Georgieva
Trakia University (Bulgaria)
https://doi.org/10.53656/ped2025-7.04
Abstract. This paper is dedicated to an experimental study, that aims to identify the effect of Sign Supported Speech on the optimization of teaching English language to Bulgarian hearing impaired children. The study involves 32 deaf and hard of hearing children (ages 9 – 11), divided into 2 equal-sized groups, one of which underwent a 14-week communicative intervention. Receptive and expressive skills were assessed in three domains: vocabulary, grammar, and pragmatics. A significant effect of SSS on vocabulary (F (1. 29) = 7.52, p< .001, partial η2 = 0.24) and grammatical (F (1. 29) = 6.29, p= .02, partial η2 = 0.21) knowledge was identified. At the same time, the results of the pragmatic subtest showed no statistical improvement after SSS application (F (1. 29) = .01, p= .94, partial η2 = 0.00). The recorded positive influence of SSS on the development of English communicative skills in Bulgarian deaf children does not negate the need for future research to confirm and build on the results of this study.
Keywords: English language teaching; hearing impaired children; multimodal; sign supported speech; total communication approach
Relation of Socio-Emotional to Cognitive Development in Inclusive Environment
Milen Zamfirov,
Margarita Bakracheva,
Emilia Evgenieva
Sofia University
https://doi.org/10.53656/ped2025-7.05
Abstract. The pilot study presented examined the relation of social and emotional development and cognitive developmental outcomes in children and students with SEN, chronic illness, at-risk, gifted, and typically developing children and students. The study included 141 children and students aged 4 to 10 years. For cognitive development, the Binet-Terman test and seven Piaget‘s experiments were administered, and for social and emotional development, a scale developed for the study with subscales: self-regulation, emotional state, peer acceptance, and initiation of interactions with peers. The results revealed that social and emotional development were more on the positive spectrum of constructed competence, revealing differences in the categories of children and students studied, with typically developing children having the best scores, followed by the gifted, chronically ill and at-risk, and those with SEN. Social and emotional development had a significant relationship with cognitive development. Self-regulation in the highest degree, while scales for interaction with peers had a relationship only with the number of correct answers and self-limitation represented in the refusal of answering. Emotional state was not related to cognitive development scores.
Keywords: inclusive education; social and emotional development; mainstream education
Exploring Factors Determining the Attitudes of Prospective Primary Teachers towards the Use of Artificial Intelligence in Science Education
Ani Epitropova
Plovdiv University “Paisii Hilendarski” (Bulgaria)
https://doi.org/10.53656/ped2025-7.06
Abstract. This study aims to contribute to the ongoing discourse by examining the subject-specific integration of AI, focusing on how prospective teachers perceive, engage with, and adapt these tools to create personalized and differentiated science learning experiences. The aim of this study is to explore the factors influencing the attitudes of prospective primary teachers toward using ChatGPT in primary science teaching. Both qualitative and quantitative methods were employed to ensure comprehensive analysis in this study. Data on preservice teachers’ attitudes, shaped by emotional, cognitive, and experiential factors, and on the potential application of ChatGPT-3.5 in education were collected through two questionnaires and a detailed analysis of documents containing differentiated learning tasks prepared by preservice teachers. The step-by-step sequence of the intervention and the results are described. The results gathered in the process of the study indicate that the factors determining preservice teachers’ attitudes towards Al can be categorized into four major groups as follows emotional, cognitive and experiential influences as well as potential barriers, each of which is divided into sub-factors categorized in the study. The study explains and highlights the interplay and interdependence of these factors in shaping preservice teachers’ readiness to integrate Al into elementary science education. From a research perspective the results of this study may encourage arousing research on the use of AI for educational purposes in various sociocultural environments, as well as the development of university-based professional development programs for in-service and pre-service teachers that are tailored to the characteristics of different subject-specific didactics.
Keywords: GenAI; ChatGPT; primary science education; instructional design; pre-service teachers
Predicting Student Academic Performance: Modern Approaches and Techniques
Silvia Gaftandzhieva,
Rositsa Doneva
University of Plovdiv “Paisii Hilendarski”
https://doi.org/10.53656/ped2025-7.07
Abstract. Student academic performance is an important indicator for measuring the quality of the educational process and contributes to the advancement of higher education institutions in rankings. Predicting student success allows for early prevention of dropout of students from the higher education system. Due to this, researchers have been interested in developing models for predicting student success in recent years. The article analyses the benefits of predicting student success for different stakeholder groups (students, teachers, leadership), which motivate the growing attention to such models. In a comparative perspective, several already developed models for predicting student success, based on machine learning (Machine Learning – ML) and “explainable artificial intelligence” (eXplainable Artificial Intelligence – XAI), are presented.
Keywords: student academic performance; prediction, artificial intelligence; machine learning; eXplainable Artificial Intelligence
Online Exams: Insights from Students‘ Surveys on Cheating and Learning Preferences
Gergana Boyanova,
Kristin Dimitrova
Sofia University
https://doi.org/10.53656/ped2025-7.08
Abstract. Research on online exams reveals mixed reliability. A survey conducted at Sofia University among 56 students aged 20–22 focused on attitudes toward cheating and the role of exams in higher education. Key findings show that 80% of respondents admitted to some form of cheating during online exams. Among these, 71% expressed satisfaction with their ability to outsmart the system. Furthermore, 66% doubted online exams reflect actual knowledge. Despite the prevalence of cheating, 68% of students supported exams as essential for obtaining a diploma. In terms of learning preferences, 68% favored in-person education, citing its effectiveness over online methods. Cheating strategies reported included using the internet, group collaboration, and multiple devices. However, 43% of respondents highlighted the importance of honest preparation, emphasizing studying and understanding material. These results suggest that while online exams offer convenience, their integrity requires improved measures to align outcomes with students’ actual competencies.
Keywords: online exam; cheating; copying; in-person education
The Digital Competence of Students Preparing to Become Primary School Teachers – Application in Practice
Aleksandra Nikolova
University of Plovdiv “Paisii Hilendarski”
https://doi.org/10.53656/ped2025-7.09
Abstract. This article examines the experience of students - future primary school teachers studying at the Pedagogical Faculty of Plovdiv University “Paisiy Hilendarski” in relation to the use of information and communication technologies during their current practice in primary school. The survey, conducted in December 2024, aims to establish to what extent students have used electronic educational resources during their internship; how they believe their use affects the learning process; what their attitudes are towards the use of digital technologies during their upcoming internship; their willingness to participate in practical training for the development of digital competencies as part of the interest clubs offered by the Faculty of Education. The analyzed results show that students confidently use digital technologies in their teaching; outline more benefits than disadvantages when using electronic resources in their work; feel prepared to create methodologically sound educational resources; and show interest in participating in additional training to develop digital competencies.
Keywords: students; primary school teachers; digital competences
The Synergy Environmental Education – Fine Art in Student Education
Stoyanka Todorova
Trakia University - Stara Zagora (Bulgaria)
https://doi.org/10.53656/ped2025-7.10
Abstract. The article presents an analysis of the possibilities of applying the interdisciplinary approach, in the study of еducation for students of pedagogical specialties, with an emphasis on the synergy of environmental education - fine art. The use of the poster as an interactive tool for developing key competences in students, future educators is considered. The analysis of the results supports the research thesis and shows that training for environmental education, based on the synergy of environmental education – fine art through an interdisciplinary approach, leads to an increase in students‘ motivation towards the learning process and more effective formation of natural science literacy, professional and key competences.
Keywords: pedagogical synergy; environmental education; competences; STEM; interactive methods; poster
