DEAR READERS, AUTHORS, FRIENDS OF THE "PEDAGOGY" JOURNAL,
Another year of research, challenges, scientific breakthroughs and sharing has passed in the dynamic and interesting field of educational practices and pedagogical science. We, the Editorial Board of the Pedagogy journal, and I personally, as Editor-in-Chief, are happy that our journal in particular was the platform you chose to exchange and share your scientific results and ideas. This has made it possible for us to continue being a platform for scientific, objective and honest dialogue based on results from research on the present and future of teaching and education in such a dynamic and contradictory period of our contemporary, dominated by the development of digital technologies, changes in societies' morals and aims, and their striving for national self-preservation in the context of opening up to a global world.
Indicative of the interest in our journal is the fact that more than a hundred scientific articles have been published across the nine regular and three special issues of the journal in 2025. A number of those articles are in English, a third – by foreign authors. There is a considerable rise in scientific interest towards the issues of the usage of digital technologies and AI in particular in various educational contexts, the problems of preschool and primary school education, special education, and inclusive education.
We have also overcome challenges related to enhancing the journal's authority and establishing it as a referenced periodical in one of the most prestigious scientometric databases in the world – Web of Science. The transition to an online platform for the submission and review of manuscripts sent to the journal caused some emotions both for the Editorial Board and for the authors and reviewers, but shortly this technological change had brought us in line with the worldwide trends of digitizing all processes, including publishing activities, which makes the review process more objective and transparent. This will also be aided by the fact that from 2026 the articles of all journals of Az-buki Publishing House will be made open access.
In the beginning of 2026 in the first issue of the Pedagogy journal I would like, on behalf of the Editorial Board and myself, to wish you all health, inspiration and professional satisfaction brought on by your contributions to pedagogical science and practice! I firmly hope that the Pedagogy journal will continue to offer visibility and a voice to the research topics and issues, important to our scientific society, by offering the international scientific community access to research results of not only local and national, but also international and global value.
I would like to thank the authors of scientific articles who chose the Pedagogy journal as their platform, the members of the Editorial Board, the reviewers who contribute to bettering the quality of the articles published in the journal through their critical, yet constructive approach.
I hope that our partnership in 2026 will continue to be mutually beneficial, stimulating and gratifying!
Prof. Dr. Roumiana Peytcheva-Forsyth
Editor-in-Chief of the Pedagogy journal
Motivation for Adult Learning through the Institutional Role of Evening Schools
Vanya Bozhilova
Sofia University
https://doi.org/10.53656/ped2026-1.01
Abstract. The article presents a study on the role of evening schools in motivating adults to learn, analyzing and interpreting specific sources of motivation that reflect on adults‘ attitudes and behavior towards learning, through their institutional role and influence. The theoretical aspects of the problem of learning motivation, which form the basis of the study, are briefly outlined. The role of evening schools is examined through: the specifics of adult learners in these schools; the way learning is organized (forms of learning); the role of teachers and the application of a teaching approach that considers the characteristics of adult learners as self-directed in their learning; the social and empowering function of education and lifelong learning. The initial research thesis is that learning in evening schools influences adult learning motivation because it forms a sense of meaning, direction, and purpose, and increases the sense of self-efficacy. Through empirical data collected via interviews with evening school principals and focus groups with adult learners, the reasons and motives for adults returning to evening schools and for further learning are interpreted.
Keywords: adult education; evening schools; motivation
Students‘ Evaluation of the Use of Smartphones in Fine Arts Training
Zora Yanakieva
University of Plovdiv “Paisii Hilendarski”
https://doi.org/10.53656/ped2026-1.02
Abstract. The article examines and analyzes the use of smart phones in fine arts education. Results of a survey conducted in the period May-June 2024 with 30 students from 8th and 9th grades are presented regarding their assessment of the use of smart technologies in the educational process. The research shows that in art classes, respondents use mobile devices for different purposes and reasons (100), are convinced of their usefulness and need to serve as an aid and prefer to take advantage of their capabilities (96.66). Through their phones, students draw ideas from art on the Internet (46.66), without feeling dependent (50), and they would successfully cope with the visual tasks without mobile devices (70). The study establishes the opinion and assessment of high school students on the use of smartphones in art education as useful and necessary tools used for educational purposes, which makes them attractive, desirable and stimulating learning activities.
Keywords: assessment; students; smart phones; fine arts education
Gamification as an Innovative Approach in Education
Gergana Fyrkova
Sofia University “St. Kliment Ohridski” (Bulgaria)
https://doi.org/10.53656/ped2026-1.03
Abstract. Gamification has become a progressive and impactful strategy within contemporary educational frameworks. Defined as the integration of game design elements such as points, badges, leaderboards, and levels, – into non-game contexts, gamification aims to enhance learner engagement, motivation, and achievement. This approach plays a pivotal role in transforming traditional learning environments into interactive and learner-centered spaces, thus promoting active participation and sustained interest in educational activities. The significance of gamification lies in its potential to support personalized learning pathways, improve knowledge retention, and facilitate the development of critical skills such as problem-solving, collaboration, and self-regulation. As digital technologies continue to evolve, the application of gamification in education presents valuable opportunities for educators to address diverse learning needs and to foster more dynamic and effective instructional practices. This paper explores the theoretical foundations, practical applications, and educational implications of gamification as a transformative tool in the 21st-century learning environments.
Keywords: gamification, digital learning, education, student engagement, motivation
Learners‘ Preferences for Different Forms of Assessment in E-Learning
Stanislava Stoyanova
South-West University “Neofit Rilski”
Lambri Yovkov
Smart Training Solutions LTD
https://doi.org/10.53656/ped2026-1.04
Abstract. The scientific literature to date has found that preferences for assessment in e-learning relate to a variety of forms of assessment, primarily a preference for formative assessment (based on experiential learning) over summative assessment. Data from the present study of 621 e-learners revealed that e-learning assessment was judged to be biased by one in four e-learners surveyed and there was a stronger preference for assessment by a tutor than for anonymous assessment by another learner. The majority of e-learning participants surveyed preferred assessment based on experiential learning, which emphasized interaction.
Keywords: e-learning; objectivity in assessment; assessment
Preservation of Culture and Tradition in Preschool Institutions
Amela Muratović,
Admir Muratović,
Kimeta Hamidović
University of Novi Pazar (Serbia)
https://doi.org/10.53656/ped2026-1.05
Abstract. Realization of the activities of preschool children in preschool institutions that represent cultural elements and traditional values are valid elements of the educational tasks of modern preschool education. The task of this paper is to determine to which extent the contents of the current preschool program in the Republic of Serbia encourage educators to implement activities aimed at preserving culture and tradition in preschool institutions. The research was conducted in the city of Prijepolje in the preschool institution “Miša Cvijović”. Based on the answers obtained, the results of the research revealed that the majority of educators (out of a total of 59 respondents) recognize the importance of processing the contents of folk traditions for the development of national identity, as well as that they apply an appropriate approach in their work in accordance with the specified contents and areas.
Keywords: culture, tradition, identity, educators, preschool children
An Alternative Model of Attachment, Adaptability, and Pathological Functioning
Maria Kachulkova,
Camellia Hancheva
Sofia University
https://doi.org/10.53656/ped2026-1.06
Abstract. The purpose of this paper is to introduce the Dynamic Maturational Model (DMM; Crittenden, 2006) as an alternative model of attachment and its development across age. In contrast to the categorical ABC+D model, the DMM framework considers different strategies organizing individuals‘ interactions according to context. Pathological functioning is defined as rigidity in the strategy used to regulate in a dyad, with poor consideration of context. The model assumes that strategies of self-regulation and adaptation are expanding according to the maturation of the individual, being most influential in early childhood and interaction during this period with the figure of the primary caregiver. Basic types of strategies are distinguished based on processing and distorting both cognitive and affective information. DMM is a bio-psycho-socio-ecological model to explain the attachment and adaptation, offering a holistic approach to prevention and intervention of psychopathological symptoms.
Keywords: dynamic maturational model; attachment; adaptation; psychopathology; traumatism
Structural and Content Manifestations of Pedagogical Competence during School Hours
Mariya Petkova,
Ekaterina Tomova
Petya Ivanova
Sofia University
https://doi.org/10.53656/ped2026-1.07
AbstractThe article presents the results of a pilot study. The aim of the study is to explore the content and structural manifestations of pedagogical competence during school hours. The sample includes students and teachers from 5 metropolitan schools, in which 10 lessons were observed. As a result of the conducted research, regardless of the reported limitations, it was unequivocally proven that pedagogical competence as a phenomenon can be studied empirically. The reported diverse content and structural manifestations of pedagogical competence such as the inclusion of appropriate learning content, clear presentation of learning content, the readiness of the teacher to answer questions from students, and so forth, as well as the detected deficits – in the context of the assessment and the active involvement of the students in the learning process, difficulties in managing non-traditional situations, etc. can serve as an initial step on the way to control the quality of education in our country.
Keywords: pedagogical competence; pedagogical specialists; educational environment; structural and content manifestations
Pedagogical Challenges in Working with Students with Autism Spectrum Disorder – a Qualitative Inquiry into Music Education
Alois Daněk
AMBIS University (Czech Republic)
Milena Kmentová
Charles University (Czech Republic)
Jiří Mazurek
University of Ostrava (Czech Republic)
https://doi.org/10.53656/ped2026-1.08
Abstract. Music education is an essential segment of the Czech school system. The main aim of the paper is to present qualitative research that used a case study method to explore the interaction of a student diagnosed with autism spectrum disorder with the environment of an elementary school of art and to place the results of the research in the context of the legislative framework of elementary art education in the Czech Republic. The findings confirm the considerable potential of playing the musical instrument as a tool for the holistic development of students with autism spectrum disorders. In the discussion, we will outline proposals for modification of the methodology of teaching string instruments and present recommendations for institutions preparing a new generation of music teachers.
Keywords: autistic spectrum disorders, special music education, special educational needs, instrumental play
Education of the Human Beginning in the Child (Philosophical-Pedagogical Aspects)
Yoanna Tzvetanova,
Jordan Kolev
South-West University “Neofit Rilski”
https://doi.org/10.53656/ped2026-1.09
Abstract. The theoretical study focuses on the philosophical-pedagogical perspectives of philosophers, psychologists, and pedagogics on education and self-development in children. It discusses their ideas and theories on human connections to nature and on education with two main theses: for the natural capability of the human being for self-development, self-knowledge, and self-improvement; and for education as aide for preserving the harmony of self-development in children. It is considered to be proven that in the history of pedagogics, the task of education globally serves mainly to develop human potential. The human being is essentially a social person who remains true to his self-development and has learned how to live in harmony with the Other.
Keywords: life; energy; self-development; human; self-awareness; learning
Preschool Education in Bulgaria: National Priorities and International Cooperation in Support of Happy Childhood
Galina Georgieva
Sofia University
The anniversary collection, dedicated to the 40th anniversary of the Bulgarian National Committee for Preschool Education – OMEP Bulgaria, is a valuable work that brings together various academic researches and good practices in the field of preschool education[1]. Compiled and prepared under the scientific edition of Prof. Rozalina Engels-Kritidis, DSc., the collection includes 58 reports, sorted into thematic sessions and presented at the Jubilee National Scientific Conference with International Participation “Preschool Education in Bulgaria: National Priorities and International Cooperation in Support of Happy Childhood” in June 2025, organised by the Faculty of Educational Studies and the Arts at Sofia University and by OMEP Bulgaria...
