Diyana Georgieva<\/strong><\/p>\n Nikolay Tsankov<\/strong><\/p>\n Trakia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/str2025-2-1-dig<\/a><\/p>\n Abstract<\/strong>. In recent decades, technological advances have inspired tangible changes in the development of applications and algorithms in response to the communicative needs of D\/deaf people, the removal of social and communicative barriers with hearing people, and the blurring of linguistic boundaries between the two populations. The ubiquitous presence of multi-modal forms of cognitive, communicative, and information input in the digital space render these types of resources crucial to education. The article focuses on the meta-analysis of a large pool of publications to the effect of proposing a systematic, empirically based operationalization of sign language, its teaching, and its study by D\/deaf and hearing children, pupils, and students in a multimodal educational environment, designed and shaped through the implementation of digital infrastructure, of which digital technologies and artificial intelligence are an integral part. The collected and systematically analyzed data reveal the attributes of a wide range of innovations for operating with the unique code of natural human language, which is realized through the precise combination of visual, kinetic, and spatial modalities.<\/p>\n Keywords:<\/em> multimodality; sign language; digital infrastructure; digital technologies; artificial intelligence<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Ivan Beloev,<\/strong><\/p>\n Valentina Vasileva<\/strong><\/p>\n University of Ruse \u201eAngel Kanchev\u201c<\/em><\/p>\n \u0406nna Savytska<\/strong><\/p>\n Oksana Bulgakova<\/strong><\/p>\n National University of Life and Environmental Sciences of Ukraine<\/em><\/p>\n Lesia Zbaravska,<\/strong><\/p>\n Olha Chaikovska<\/strong><\/p>\n Higher Education Institution \u201cPodillia State University\u201d<\/em><\/p>\n https:\/\/doi.org\/10.53656\/str2025-2-2-mod<\/a><\/p>\n Abstract. <\/strong>The article provides scientific substantiation and development of a professionally oriented physics training model for future engineering teachers using professionally oriented training. The relevance of the problem, its insufficient theoretical and practical development, as well as the need to resolve the identified contradictions determined the purpose of this article: to substantiate and develop a model of professionally oriented physics training for future engineering teachers. It was determined that physics training should be considered as a process reflecting the interaction of a teacher and applicants for higher education with the involvement of the latter in physics activities that are close to professional ones. It is aimed at developing a professional orientation of an individual, a harmonious combination of theoretical and practical training using the method of interdisciplinary relationships between physics and professionally oriented disciplines by the types and functions of an engineer teacher’s activity. Based on the model of professionally oriented training, a methodology for teaching physics to future engineer teachers was theoretically substantiated and developed, contributing to the formation of knowledge and skills in physics and the ability to apply them in the professional activities of an engineer teacher. The results of the experiment showed that teaching students using the developed methodology helps to increase the level of fundamental and professionally oriented knowledge in physics by 10\u2013\u00a0 15%; the use of fundamental knowledge in physics to solve problems related to future professional activity when studying disciplines of professional and practical training increased by 25%.<\/p>\n Keywords<\/em>:<\/em> professional orientation; competence; physics; teaching methods.<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n Daniela Yordanova<\/strong><\/p>\n St. Cyril and St. Methodius University of Veliko Tarnovo<\/em><\/p>\n https:\/\/doi.org\/10.53656\/str2025-2-4-rol<\/a><\/p>\n Abstract<\/strong>. Project management is a large-scale process comprising many smaller ones that must be coordinated and harmonized in the most efficient way possible. Because of this nature, there is a need for constant monitoring of the main aspects, which monitors for deviations, so that the work is fruitful and, accordingly, the results are optimal and achieve the set goals.<\/p>\n The article aims to highlight the role and place of monitoring and control for successful project management. This post reviews the nature of project monitoring and control. The indicators are indicated as a necessary requirement in the monitoring process, the types of monitoring. This provides a basis for subsequent control. It examines the control and results in project activity that are achieved in combination with monitoring in the overall process. To achieve this, practical research has also been explored in addition to reviewing existing theoretical perspectives. The method of research through literature review and discussion is used.<\/p>\n Keywords: <\/em>monitoring; control; project management<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Mincho Polimenov<\/strong><\/p>\n Burgas State University \"Prof. D-R Assen Zlatarov\"\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/em><\/p>\n https:\/\/doi.org\/10.53656\/str2025-2-3-ref<\/a><\/p>\n Abstract.<\/strong> Recommendations for professional education and foreign language training in tourism are accepted by all specialists as a meaningful innovation that will lead to better quality results. In most educational programs and concepts related to Bulgarian tourism problems, only analyses and generalizations are used. The educational system is looking for how to achieve the effect through educational processes and what strategic moves to bet on that have progressive development. The trends related to improving the quality of tourism education and the culture of service, as part of the educational process innovations, are becoming increasingly important. According to Peter Drucker, the emphasis for tourism management is: \"Innovation and entrepreneurship - practice and principles\". Educational programs and the way of teaching the material are conditions for success related to continuous innovation and the improvisation of leading knowledge and skills. The connection with the practice should be endless and cyclical, and the mentors should be the basis of the practical implementation. Only in this way will innovations in education witness the attention of the human resource and stimulate it to grow. Credits in professional disciplines in higher education between tourism and higher schools should be standardized to be recognized and have the possibility of upgrading in practical training.<\/p>\n Keywords: <\/em>References; education; training; tourism; innovation; competence and quality<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Rositsa Doneva, <\/strong><\/p>\n Silvia Gaftandzhieva<\/strong><\/p>\n University of Plovdiv \u201cPaisii Hilendarskii\u201d \u2013 Plovdiv (Bulgaria)<\/em><\/p>\n https:\/\/doi.org\/10.53656\/str2025-2-5-qua<\/a><\/p>\n Abstract. <\/strong>In the European Higher Education Area (EHEA), quality assurance is seen as a process involving HEIs and registered agencies based on internal and external quality assurance systems. This paper presents a general analysis of the quality of teaching and research activities in Communication and Computer Technology (CCT) in HEIs under ESG standards and guidelines – Part I. It discusses the compliance of training in CCT with the requirements of ENQA standards and guidelines by a total of 17 HEIs in Bulgaria. According to the ESG standards, it summarized the outlined strengths of CCT training and pointed out characteristic weaknesses of this HE segment.<\/p>\n Keywords<\/em>: communication and computer technology; programme accreditation; evaluation; higher education institutions; strengths; weaknesses<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Stefan Petranov,<\/strong><\/p>\n Stela Ralev,<\/strong><\/p>\n Dimitar Zlatinov<\/strong><\/p>\n S<\/em>o<\/em>fia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/str2025-2-6-inf<\/a><\/p>\n Abstract<\/strong>. <\/strong>The paper examines the role of the education system in the ongoing processes of the formal and informal economy in Bulgaria. The key is the understanding that the human capital accumulated in the education system is an important factor for economic development, which has diverse effects on the technological level and labour productivity. Several prestigious studies have shown an inverse relationship between education and the size of the informal economy and higher levels of education are generally associated with lower participation in the informal economy. Thus, the educational structure and its characteristics emerge as essential for achieving catching-up economic growth and sustainable convergence of the Bulgarian economy with the rest of the EU Member States, as well as for reducing the informal sector of the economy. The challenges to achieving these goals are discussed in the context of specific recommendations for the educational policy in Bulgaria, focusing on the educational programs' content and the educational institutions' strategic orientations.<\/p>\n Keywords:<\/em> education; human capital; formal economy; informal economy, economic convergence<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n Milen Velushev<\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/str2025-2-7-fin<\/a><\/p>\n Abstract.<\/strong> The European Union and OECD (EU\/OECD 2022) define financial literacy as a combination of financial awareness, knowledge, skills, attitudes, and behaviours necessary for making informed financial decisions to achieve individual financial well-being. The issue of financial literacy has become increasingly crucial in the modern world, where managing personal finances plays a key role in achieving financial stability and prosperity. Financially literate individuals can understand financial systems, make informed financial decisions, and effectively manage resources. Successfully applying these competencies is a key prerequisite for experiencing a good life. However, it is becoming clear that to cultivate such competencies, deliberate preparation is necessary, starting from an early age. Therefore, in developed capitalist societies, qualities related to making effective decisions regarding the accumulation and preservation of personal wealth and planning the financial aspect of life are systematically cultivated. This requires, first and foremost, a correct understanding of the concept of personal wealth and, secondly, overcoming the issue of anxiety connected to the uncertainty about the future. This article aims to clarify these two prerequisites, which will enable financially literate individuals to effectively use personal finance tools to achieve a sense of well-lived life.<\/p>\n Keywords:<\/em> financial literacy; personal finance; wealth; financial plan<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n Miglena Tarnovska, Rumyana Stoyanova, <\/strong><\/p>\n Angelina Kirkova-Bogdanova, Rositsa Dimova<\/strong><\/p>\n Medical University \u2013 Plovdiv<\/em><\/p>\nModel of Professionally Directed Training of Future Engineer-Teachers<\/h3>\n
Role And Place of Monitoring and Control in Project Management in Organizations<\/h3>\n
References to The Vocational Education and Training System in The Tourism Sector<\/h3>\n
Quality of Higher Education in Bulgaria: Communication and Computer Technology Training<\/h3>\n
Education And Human Capital Impact On Formal And Informal Economy<\/h3>\n
Uncertainty of The Future, Financial Literacy, and Personal Finance<\/h3>\n
Determinants Affecting Academic Staff Satisfaction with Online Learning in Higher Medical Education<\/h3>\n