Стратегии на образователната и научната политика
Вход / Регистрация

https://doi.org/10.53656/str2023-6s-5-res

2023/6s, стр. 56 - 67

RESEARCH ON THE SUSTAINABLE DEVELOPMENT COMPETENCES OF THE LANDSCAPE ARCHITECT IN PRACTICE

Elena Dragozova
OrcID: 0000-0001-6450-7474
E-mail: elena.dragozova@abv.bg
University of Forestry
Sofia Bulgaria
Stanislava Kovacheva
OrcID: 0000-0001-5636-1225
E-mail: st_kovacheva@abv.bg
University of Forestry
Sofia Bulgaria

Резюме: The sustainable development of an environment in which people live, work, play sports and relax is among the priorities for the well-being of society. Landscape architecture and the product resulting from their work directly or indirectly influence the achievement of sustainable development goals such as: providing a healthy environment, communicating with nature, improving the well-being of people of all ages. Theirs is the role of creating a sustainable green infrastructure that will provide quality conditions for the realization of the human-nature relationship. Through the quality of the specialized work of the landscape architect, sustainable management of natural ecosystems and limitation of the consequences of climate change, especially in urbanized areas, is achieved. This article presents a study on the landscape architect’s competences in training and in practice to apply the principles of sustainable development, in the context of the subject of his specialized work. The methodology used is aimed at evaluating the acquired and demonstrated competences for sustainable development of the landscape architect.

Ключови думи: sustainable development; green management; landscape architect; competences

Introduction

The landscape architect has a direct role in green management according the Entry standards and competency framework: Professional Competences of Landscape Institute and global research in the field of HR management in Landscape (Landscape Institute 2020; Dragozova-Ivanova 2015; Maclean et al. 2018; Arnedo et al. 2021).

The structure and content of the educational programs of these professionals requires continuous improvement of personal and professional competence, in the context of new realities and challenges. (Sharky 2016; Bowen 2012; Valor et al. 2020, Dimitrova et al. 2020; Sterev 2023; Ivanov, Molhova 2023).

In 2020, a new formulation of the nature of the Landscape Architect profession was presented, voted on at the IFLA WC 2020 (in close cooperation with the ILO): “Landscape Architects plan, design and manage natural and built environments, applying aesthetic and scientific principles to address ecological sustainability, quality and health of landscapes, collective memory, heritage and culture, and territorial justice. By leading and coordinating other disciplines, landscape architects deal with the interactions between natural and cultural ecosystems, such as adaptation and mitigation related to climate change and the stability of ecosystems, socio-economic improvements, and community health and welfare to create places that anticipate social and economic well-being.” (IFLA Definition of Landscape Architect.

The expectations of educational institutions are to educate students by building general, basic and specific competences for the profession. Generics include transformational, instrumental, interpersonal and systems competences. It is the group of transformative competences for landscape architecture that are linked to the competences for applying the principles of sustainable development, such as:

Systems-thinking competence (STC): includes analysis of systems and the relationships between individual elements in them, analysis of factors that influence and processes that take place.

Anticipatory competence (AC): the ability to understand and evaluate opportunities and to build one’s own vision, based on an assessment of the risk and consequences of one’s actions.

Normative competence (NC): the ability to understand and apply societal norms and values, applying the principles of sustainability, in an environment of various conflicts and interests.

Strategic competence (SC): the ability to think strategically, implement innovative actions that contribute to sustainability at the local, regional and national level.

Collaboration competence (CC): abilities to collaborate and work in a team to jointly solve tasks and problems; empathy and dealing with conflicts.

Critical thinking competence (CT): ability to be critical of norms, practices and opinions by analyzing one’s own values, perceptions and actions.

Self-awareness competence (SAC): ability to reflect on one’s own role and responsibility towards society and various stakeholders and public groups.

Integrated problem-solving competence (IPSC): the comprehensive competence to apply multiple theories, principles and practices to solve complex problems to achieve sustainability.

2. Methodology

The logical framework of the methodology is presented in Fig. 1. The main steps for modelling the educational competences are:

Figure 1. Research methodology

Outlining the basic characteristics of the landscape architect’s profession which define it as a socially significant and green job having a considerable role in the achievement of sustainable development (SD).

Identifying the clusters of educational competences for sustainable management.

Identifying the specifics of the landscape architect’s competences, which are the Key Competences for Sustainable Development (KCSd).

Modelling of survey instruments aimed at the opinion of managers and professionals in landscape architecture

Expert analysis of results.

Formatting the cluster of competences for sustainable management of the green infrastructure.

Tasks of the research:

Identifying the personal and professional competences of the landscape architect through which directly or indirectly influence the sustainable management of green infrastructure objects, which are linked to the key competences for sustainable development (KCSd).

Creation of a questionnaire for researching the opinion of the professional community for the evaluation of acquired competences for applying the principles of sustainable development in practice.

Identification of key areas for improvement of training oriented towards the development of professional competences for sustainable development.

3. Results

The presented study follows the Steps described in the methodology – fig. 1. Modelling maps of educational competences on the basis of the analysis of the master’s and doctoral Landscape Architecture degree programs followed the principle of acquisition by the students of knowledge, skills and competences in sustainable development and green management (Dragozova & Kovacheva 2022). It present a Modelled map of the Key competences for Landscape Sustainable Development (KCSd) accordance with Wiek, A. et al (Wiek et al 2011)’s five groups of KCSd. The main groups of competences that are subject to modelling in first Step of investigation presented by Dragozova, E., & Kovacheva, S. (Dragozova & Kovacheva 2022). The study is supplemented by a survey of the opinion of specialists from the practice of landscape architecture. It was conducted through a key question survey with landscape architects from business and institutions. The questions in the survey are aimed at the demonstrated personal competences of landscape architects, which have a direct or indirect relate with the seven groups of competences for applying the principles of sustainable development presented at the beginning. In the group of personal competences are included: self-reliance and responsibility (SRC); competence for study (CS); communicative, pragmatic and strategic competence (CPSC) and competence for systemic and critical thinking (CSCT), competence to make justified ecological decisions (CJED).

The present study is part of the modelling of educational competences of landscape architecture students in Bulgaria. The work of verifying the practice and opinion of the interested parties is part of the overall research. An online-based questionnaire was developed as a research tool, the interface of which is presented in fig. 2

The questionnaire contains 17 questions and the possibility of additional comments in free text. The rating scale is from 1 to 5, with 1 being the lowest low level of competence and 5 the highest level of competence.

Figure 2. Form of online based survey card (https://forms.gle/dyHntj9eopdbdX1Z8)

Twenty six respondents took part in the Survey. Subject of the activities of the organizations are: landscaping, training, design activity, production of plants, preservation and study of cultural heritage, administrative activity, maintenance and protection of green areas, urban planning, etc.

Many of the respondents (73.1) % have extensive professional experience of over 20 years and know in detail the specific features of the landscape architect profession. On the fig. 3 the age structure of respondents are presented.

Figure 3. The age structure of respondents

From the overall analysis of the results of the survey, some of the most significant competences for a high level of professional performance of the landscape architect stand out. They are precisely those that reflect the socially responsible attitude towards the environment and society. It is this group of competences that are the determinants for modelling key competences for sustainable development (KCSd).

Figure 4. Knows and applies corporate socially responsible solutions in practice, environmentally friendly practices, resource-effectiveness solutions in business (the scale is from 1 to 5 from low to high; answers are given in %)

As a result of the answers, professionals believe that 88.5% show a significantly good level and a high level of competence with self-reliance and responsibility (SRC) and competence to make justified ecological decisions (CJED) – figure 4. The question refers to the competences for the application of the principles of sustainable development, related to integrated problem-solving competence (IPSC), Strategic competence (SC), Anticipatory competence (AC) and Normative competence (NC). Main problems, which are indicated by the specialists in the practice, presented in free text, are associated with the need to upgrade knowledge and acquire competences in management and understanding of economic processes.

The results presented in Fig. 5 and Fig. 6 are related to questions that reflect the level of demonstrated Systems-thinking competence (STC).

Figure 5. Researches and systematizes information when performing professional tasks (the scale is from 1 to 5 from low to high; answers are given in %)

Almost 70% of the specialists in the practice and the employers evaluate as a high level of demonstrated system thinking competence, but some of them indicate problems with rapid adaptation to the frequently changing legal (normative) environment. These frequent changes affect individual elements of the system, especially in the planning, and often make it difficult for the landscape architect to systematize the information.

Three of the competences presented for evaluation by employers are related to Collaboration competence (CC) - teamwork, making informed group decisions and effective communication. Most than 79% of them highly value the demonstration of these competences, but point to problems with communication abilities for professional performance in a foreign language.

Figure 6. Teamwork (the scale is from 1 to 5 from low to high; answers are given in %)

Figure 7. Participated in informed group decision-making (the scale is from 1 to 5 from low to high; answers are given in %)

Figure 8. Communicate correct and effective in the workplace with clients and colleagues, using specialized terminology in a specific situation (the scale is from 1 to 5 from low to high; answers are given in %)

As an additional element for upgrading the communication abilities of young specialists, the need for correct and clear communication with other specialties in construction - building designer, geodesy specialist, water engineer, electrical engineers, etc. is indicated – fig.7 and fig. 8. The use of a uniform terminology specific to construction sector should be enforced in the training of future specialists.

In fig. 9 and 10 show the results of the assessment of competences for objective assessment of one’s own knowledge and perceived need for their updating.

Figure 9. There are lifelong habits of learning and updating (the scale is from 1 to 5 from low to high; answers are given in %)

Figure 10. There is an objective assessment of his knowledge (the scale is from 1 to 5 from low to high; answers are given in %)

As a result of the answers, a high assessment was made (69.2%) of demonstrated competences for lifelong learning and work on updating knowledge. These competences refer to the group of Self-awareness competence (SAC) and Critical thinking competence (CT). 29.9% of employers believe that young professionals should be stimulated to improve their competences in using modern technologies for the visual presentation of project ideas and solutions.

The practical benefits of research can be summarized in two directions:

– supporting the process of standardization and regulation of the profession of landscape architect;

– applying educational approaches for competence-based training for acquiring knowledge and skills for sustainable management of green infrastructure.

The theoretical implication of the results of the present study is that within Bulgaria for the first time a scientifically based approach is used to study the compliance of the competences for landscape architect in the context the Key competences for Sustainable development of green infrastructure.

The results presented in this article are part of the overall study of the educational competences acquired by landscape architecture students and their good implementation in practice. It supports the process of:

• standardization and regulation of the landscape architect profession;

• application of educational approaches for competence-based learning to acquire knowledge and skills for sustainable development.

Conclusions

The basic conclusions from the analysis and the realized process of modelling the key educational competences for sustainable development are:

The educational training of the graduating students in Landscape Architecture should meet modern world and European standards, which includes the acquisition of competences for the application of the principles of sustainable development.

The critical analysis of the colleagues from the practice indicates specific problems in the educational preparation that can be solved through competence-based training.

The process of applying standards for educational training of students and practicing the landscape architect profession is a condition for achieving high quality services in landscape architecture.

Acknowledgements

This study is conducted with the assistance of targeted funding for research under Contract № 1141/05.04.2021 with the Research Sector at the University of Forestry.

REFERENCES

ARNEDO, E.G., VALERO-MATAS, J.A. AND SÁNCHEZ-BAYÓN, A., 2021. Spanish tourist sector sustainability: Recovery plan, green jobs and wellbeing opportunity. Sustainability, vol.13, no 20, pp. 11447. https://doi.org/10.3390/su132011447.

BOWEN, A., 2012. ‚Green‘growth,‘green‘jobs and labor markets. World bank policy research working paper, no 5990. Available from: https:// ssrn.com/abstract=2018164.

DIMITROVA, K., PANAYOTOVA T., VELEVA N., 2020, Model for assessment of the competence of production managers, 6th International Scientific-business Conference, Leadership, Innovation, Management and Economics: integrated politics of research, LIMEN 2020, Conference Proceedings, p.p. 245 – 252. DOI: https://doi.org/10.31410/ LIMEN.2020.245.

DRAGOZOVA-IVANOVA, E., 2015. Professional Social Responsibility of Management in the Cities’ Green Systems. BFU Yearbooks, vol. XXXII, pp. 185 – 194. ISSN: 1311-221-X. Available from: http://research.bfu. bg:8080/jspui/handle/123456789/639.

DRAGOZOVA E., S. KOVACHEVA, 2022. Modelling Landscape Architects’ competences for Sustainable Management of green infrastructure, 12th International Scientific Conference „Business and Management 2022“, , Online conference proceedings, pp. 206 – 212, https://doi.org/10.3846/bm.2022.693, Available from: http://www. bm.vgtu.lt/index.php/verslas/2022/paper/view/693.

JEROEN DE VRIES et al., 2021. An EU Common Training Framework for Landscape Architecture addressing the current needs of society. ECLAS, Swedish University of Agricultural Sciences, eISBN 978-91-85735-99-0. Available from: https://dspace.uevora.pt/rdpc/bitstream/10174/31843/3/ eclas2021-book-of-abstracts%20%2b%20article.pdf .

IVANOV I. B.; MOLHOVA, M., 2023. Bulgaria’s Technological Development through the prism of Higher Education Policies. Strategies for Policy in Science & Education/Strategii na Obrazovatelnata i Nauchnata Politika, vol.31, no 3s, pp.80 – 89. https://doi.org/10.53656/str2023-3s-6-bul.

MACLEAN, R.; JAGANNATHAN, S. & PANTH, B., 2018. Education and Skills for Inclusive Growth, Green Jobs and the Greening of Economies in Asia. Technical and Vocational Education and Training: vol. 27, Issues Concerns and Prospects, pp. 26 – 36. Available from: https://doi.org/10.1007/978-981-10-6559-0.

SHARKY, B., 2016. Thinking about landscape architecture: Principles of a design profession for the 21st century. Chapter 10: Green Infrastructure and Sustainable Design, p. 14 Routledge, eBook ISBN9781315726939. Available from: https://doi.org/10.4324/9781315726939.

STEREV, N., 2023. Pre-Incubation toolkits for Academic Entrepreneurship Fostering: Bulgarian case. Strategies for Policy in Science & EducationStrategii na Obrazovatelnata i Nauchnata Politika, vol.31, no 3s, pp. 90 – 103. Available from: https://azbuki.bg/wp-content/uploads/2023/06/ strategies_3s_23_nikolay-sterev.pdf.

VALOR, C., ANTONETTI, P. & MERINO, A., 2020. The relationship between moral competences and sustainable consumption among higher education students, Journal of Cleaner Production, vol. 248, no. 119161. Available from: https://doi.org/10.1016/j.jclepro.2019.119161. (https://www.sciencedirect.com/science/article/pii/S0959652619340314)

WIEK, A., WITHYCOMBE, L., & REDMAN, C. L., 2011. Key competencies in Sustainability: a reference framework for academic program development. Sustain Sci vol. 6, pp. 203 – 218. https://doi.org/10.1007/s11625-011-0132-6.

Internet resources:

Education for Sustainable Development Goals.Learning Objectives. Published in 2017 by the United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07 SP, France© UNESCO 2017ISBN 978-923-100209-0 https://unesdoc.unesco.org/ark:/48223/pf0000247444.

IFLA, Definition of Landscape Architect Available at: https://iflaeurope.eu/index. php/site/general/landscape-architecture-profession.

Landscape Institute (2020) Entry standards and competency framework – Professional Competencies. https://landscapewpstorage01.blob.core. windows.net/www-landscapeinstitute-org/2020/12/LI-Entry-Standards-andCompetency-Framework-Professional-Competencies.pdf.

2025 година
Книжка 6
UNLOCKING THE POTENTIAL OF ESG AND AI IN HIGHER EDUCATION FINANCE: INSIGHTS FROM A STUDY ACROSS FIVE EUROPEAN COUNTRIES

Tina Vukasović, Rok Strašek, Liliya Terzieva;, Elenita Velikova, Justyna Tomala, Maria Urbaniec, Jarosław Pawlik, Michael Murg, Anita Maček

THE ROLE OF HIGHER EDUCATION FOR THE PROFESSIONAL REALIZATION OF STUDENTS – PROBLEMS AND PROSPECTS

Anny Atanasova, Viktoriya Kalaydzhieva, Radostina Yuleva-Chuchulayna, Kalina Durova-Angelova

Книжка 5
Книжка 4
ТРАНСФОРМАЦИИ НА ПАЗАРА НА ТРУДА И НУЖДАТА ОТ ОБРАЗОВАТЕЛНИ РЕФОРМИ

Ваня Иванова, Андрей Василев, Калоян Ганев, Ралица Симеонова-Ганева

Книжка 3
FORMING ENTREPRENEURIAL CULTURE THROUGH EDUCATION

Milena Filipova, Adriana Atanasova

Книжка 2s
THE STATE OF INCLUSION IN ADAPTED BASKETBALL

Stefka Djobova, Ivelina Kirilova

Книжка 2
MODEL OF PROFESSIONALLY DIRECTED TRAINING OF FUTURE ENGINEER-TEACHERS

Ivan Beloev, Valentina Vasileva, Іnna Savytska, Oksana Bulgakova, Lesia Zbaravska, Olha Chaikovska

DETERMINANTS AFFECTING ACADEMIC STAFF SATISFACTION WITH ONLINE LEARNING IN HIGHER MEDICAL EDUCATION

Miglena Tarnovska, ;, Rumyana Stoyanova, ;, Angelina Kirkova-Bogdanova;, Rositsa Dimova

Книжка 1s
AN INNOVATIVE MODEL FOR DEVELOPING DIGITAL COMPETENCES OF SOCIAL WORKERS

Lyudmila Vekova, Tanya Vazova, Penyo Georgiev, Ekaterina Uzhikanova-Kovacheva

Книжка 1
2024 година
Книжка 6s
DISRUPTIVE TECHNOLOGIES RISK MANAGEMENT

Miglena Molhova-Vladova, Ivaylo B. Ivanov

Книжка 6
AN INTEGRATIVE APPROACH TO ORGANIZING THE FORMATION OF STUDENTS’ COGNITIVE INDEPENDENCE IN CONDITIONS OF INTENSIFICATION OF LEARNING ACTIVITIES

Albina Volkotrubova, Aidai Kasymova, Zoriana Hbur, Antonina Kichuk, Svitlana Koshova, Svitlana Khodakivska

ИНОВАТИВЕН МОДЕЛ НА ПРОЕКТНО БАЗИРАНО ОБУЧЕНИЕ НА ГИМНАЗИАЛНИ УЧИТЕЛИ: ДОБРА ПРАКТИКА ОТ УниБИТ

Жоржета Назърска, Александър Каракачанов, Магдалена Гарванова, Нина Дебрюне

Книжка 5s
КОНЦЕПТУАЛНА РАМКА ЗА ИЗПОЛЗВАНЕ НА ИЗКУСТВЕНИЯ ИНТЕЛЕКТ ВЪВ ВИСШЕТО ОБРАЗОВАНИЕ

Акад. Христо Белоев, Валентина Войноховска, Ангел Смрикаров

ИЗСЛЕДВАНЕ ПРИЛОЖИМОСТТА НА БЛОКОВИ ВЕРИГИ ОТ ПЪРВО НИВО (L1) В СИСТЕМА ЗА ЕЛЕКТРОННО ОБУЧЕНИЕ

Андриан Минчев, Ваня Стойкова, Галя Шивачева, Доц Анелия Иванова

ПРЕДИЗВИКАТЕЛСТВА ПРИ ПРОМЯНА НА ПЛАТФОРМИ ЗА ДИСТАНЦИОННО ОБУЧЕНИЕ

Антон Недялков, Милена Кирова, Мирослава Бонева

APPLICATION OF ZSPACE TECHNOLOGY IN THE DISCIPLINES OF THE STEM CYCLE

Boyana Ivanova, Kamelia Shoilekova, Desislava Atanasova, Rumen Rusev

TEACHERS' ADAPTATION TO CHANGES IN AN INCREASINGLY COMPLEX WORLD THROUGH THE USE OF AI

Zhanat Nurbekova, Kanagat Baigusheva, Kalima Tuenbaeva, Bakyt Nurbekov, Tsvetomir Vassilev

АТОСЕКУНДНОТО ОБУЧЕНИЕ – МЕТАФОРА НА ДНЕШНОТО ОБРАЗОВАНИЕ

Юлия Дончева, Денис Асенов, Ангел Смрикаров, Цветомир Василев

Книжка 5
Книжка 4s
Книжка 4
MANAGERIAL ASPECTS OF COOPERATION AMONG HIGHER EDUCATION INSTITUTIONS AND THEIR STAKEHOLDERS

Olha Prokopenko, Svitlana Perova, Tokhir Rakhimov, Mykola Kunytskyi, Iryna Leshchenko

Книжка 3s
Книжка 3
Книжка 2
FORMATION OF PROFESSIONAL SKILLS OF AGRICULTURAL ENGINEERS DURING LABORATORY PRACTICE WHEN STUDYING FUNDAMENTAL SCIENCE

Ivan Beloev, Oksana Bulgakova, Oksana Zakhutska, Maria Bondar, Lesia Zbaravska

ИМИДЖ НА УНИВЕРСИТЕТА

Галя Христозова

Книжка 1s
COMPETITIVENESS AS A RESULT OF CREATIVITY AND INNOVATION

Nikolay Krushkov, Ralitza Zayakova-Krushkova

INTELLECTUAL PROPERTY AND SECURITY IN THE INTEGRATED CIRCUITS INDUSTRY

Ivan Nachev, Yuliana Tomova, Iskren Konstantinov, Marina Spasova

Книжка 1
PROBLEMS AND PERSPECTIVES FOR SOCIAL ENTREPRENEURSHIP IN HIGHER EDUCATION

Milena Filipova, Olha Prokopenko, Igor Matyushenko, Olena Khanova, Olga Shirobokova, Ardian Durmishi

2023 година
Книжка 6s
DEVELOPMENT OF A COMMON INFORMATION SYSTEM TO CREATE A DIGITAL CAREER CENTER TOGETHER WITH PARTNER HIGHER SCHOOLS

Yordanka Angelova, Rossen Radonov, Vasil Kuzmov, Stela Zhorzh Derelieva-Konstantinova

DRAFTING A DIGITAL TRANSFORMATION STRATEGY FOR PROJECT MANAGEMENT SECTOR – EMPIRICAL STUDY ON UAE

Mounir el Khatib, Shikha al Ali, Ibrahim Alharam, Ali Alhajeri, Gabriela Peneva, Jordanka Angelova, Mahmoud Shanaa

VOYAGE OF LEARNING: CRUISE SHIPS WEATHER ROUTING AND MARITIME EDUCATION

Svetlana Dimitrakieva, Dobrin Milev, Christiana Atanasova

СТРУКТУРНИ ПРОМЕНИ В ОБУЧЕНИЕТО НА МЕНИДЖЪРИ ЗА ИНДУСТРИЯ 5.0

Недко Минчев, Венета Христова, Иван Стоянов

RESEARCH OF THE INNOVATION CAPACITY OF AGRICULTURAL PRODUCERS

Siya Veleva, ; Margarita Mondeshka, Anka Tsvetanova

Книжка 6
Книжка 5s
ВИДОВЕ ТРАВМИ В ПАРАШУТИЗМА И ПРЕВЕНЦИЯТА ИМ

Капитан III ранг Георги Калинов

Книжка 5
Книжка 4s
DETERMINING THE DEGREE OF DIGITALIZATION OF A HIGHER EDUCATION INSTITUTION

Acad. Hristo Beloev, Angel Smrikarov, Valentina Voinohovska, Galina Ivanova

ОТ STEM КЪМ BEST: ДВА СТАНДАРТА, ЕДНА ЦЕЛ

Андрей Захариев, Стефан Симеонов, Таня Тодорова

Книжка 4
EFFECT OF RESILIENCE ON BURNOUT IN ONLINE LEARNING ENVIRONMENT

Radina Stoyanova, Sonya Karabeliova, Petya Pandurova, Nadezhda Zheckova, Kaloyan Mitev

Книжка 3s
INTELLIGENT ANIMAL HUSBANDRY: FARMER ATTITUDES AND A ROADMAP FOR IMPLEMENTATION

Dimitrios Petropoulos, Koutroubis Fotios, Petya Biolcheva, Evgeni Valchev

Книжка 3
STUDY OF THE DEVELOPMENT OF THE USE OF COMMUNICATIVE TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF ENGINEERS TRAINING

Ivan Beloev, Valentina Vasileva, Sergii Bilan, Maria Bondar, Oksana Bulgakova, Lyubov Shymko

Книжка 2
РАЗПОЛОЖЕНИЕ НА ВИСШИТЕ УЧИЛИЩА В БЪЛГАРИЯ В КОНТЕКСТА НА ФОРМИРАНЕ НА ПАЗАРА НА ТРУДА

Цветелина Берберова-Вълчева, Камен Петров, Николай Цонков

Книжка 1
MODERNIZATION OF THE CONTENT OF THE LECTURE COURSE IN PHYSICS FOR TRAINING FUTURE AGRICULTURAL ENGINEERS

Ivan Beloev, Valentina Vasileva, Vasyl Shynkaruk, Oksana Bulgakova, Maria Bondar, Lesia Zbaravska, Sergii Slobodian

2022 година
Книжка 6
ORGANIZATION OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT FOR THE STUDENTS WITH SPECIAL NEEDS

Halyna Bilavych, Nataliia Bakhmat, Tetyana Pantiuk, Mykola Pantiuk, Borys Savchuk

ДИГИТАЛИЗАЦИЯ НА ОБРАЗОВАНИЕТО В БЪЛГАРИЯ: СЪСТОЯНИЕ И ОБЩИ ТЕНДЕНЦИИ

Теодора Върбанова, Албена Вуцова, Николай Нетов

Книжка 5
ПРАВОТО НА ИЗБОР В ЖИВОТА НА ДЕЦАТА В РЕПУБЛИКА БЪЛГАРИЯ

Сийка Чавдарова-Костова, Даниела Рачева, Екатерина Томова, Росица Симеонова

Книжка 4
DIAGNOSIS AS A TOOL FOR MONITORING THE EFFECTIVENESS OF ADDICTION PREVENTION IN ADOLESCENTS

O.A. Selivanova, N.V. Bystrova, I.I. Derecha, T.S. Mamontova, O.V. Panfilova

Книжка 3
ПУБЛИЧНОТО РАЗБИРАНЕ НА НАУКАТА В МРЕЖОВИЯ СВЯТ

Светломир Здравков, Мартин Й. Иванов, Петя Климентова

Книжка 2
Книжка 1
ДИГИТАЛНАТА ИНТЕРАКЦИЯ ПРЕПОДАВАТЕЛ – СТУДЕНТ В ОНЛАЙН ОБУЧЕНИЕТО В МЕДИЦИНСКИТЕ УНИВЕРСИТЕТИ

Миглена Търновска, Румяна Стоянова, Боряна Парашкевова, Юлияна Маринова

2021 година
Книжка 6
Книжка 5
Книжка 4s
SIGNAL FOR HELP

Ina Vladova, Milena Kuleva

Книжка 4
PREMISES FOR A MULTICULTURAL APPROACH TO EDUCATION

Anzhelina Koriakina, Lyudmila Amanbaeva

Книжка 3
Книжка 2
ПЪРВА СЕДМИЦА ДИСТАНЦИОННО ОБУЧЕНИЕ В СУ „ИВАН ВАЗОВ“ В СТАРА ЗАГОРА

Тони Чехларова, Динко Цвятков, Неда Чехларова

Книжка 1
METHODOLOGY OF SAFETY AND QUALITY OF LIFE ON THE BASIS OF NOOSPHERIC EDUCATION SYSTEM FORMATION

Nataliia Bakhmat, Nataliia Ridei, Nataliia Tytova, Vladyslava Liubarets, Oksana Katsero

2020 година
Книжка 6
HIGHER EDUCATION AS A PUBLIC GOOD

Yulia Nedelcheva, Miroslav Nedelchev

Книжка 5
НАСЪРЧАВАНЕ НА СЪТРУДНИЧЕСТВОТО МЕЖДУ ВИСШИТЕ УЧИЛИЩА И БИЗНЕСА

Добринка Стоянова, Блага Маджурова, Гергана Димитрова, Стефан Райчев

Книжка 4
THE STRATEGY OF HUMAN RIGHTS STUDY IN EDUCATION

Anush Balian, Nataliya Seysebayeva, Natalia Efremova, Liliia Danylchenko

Книжка 3
Книжка 2
МИГРАЦИЯ И МИГРАЦИОННИ ПРОЦЕСИ

Веселина Р. Иванова

SOCIAL STATUS OF DISABLED PEOPLE IN RUSSIA

Elena G. Pankova, Tatiana V. Soloveva, Dinara A. Bistyaykina, Olga M. Lizina

Книжка 1
ETHNIC UPBRINGING AS A PART OF THE ETHNIC CULTURE

Sholpankulova Gulnar Kenesbekovna

2019 година
Книжка 6
EMOTIONAL COMPETENCE OF THE SOCIAL TEACHER

Kadisha K. Shalgynbayeva, Ulbosin Zh.Tuyakova

Книжка 5
Книжка 4
Книжка 3
УЧИЛИЩЕТО НА БЪДЕЩЕТО

Наталия Витанова

Книжка 2
Книжка 1
POST-GRADUATE QUALIFICATION OF TEACHERS IN INTERCULTURAL EDUCATIONAL ENVIRONMENT

Irina Koleva, Veselin Tepavicharov, Violeta Kotseva, Kremena Yordanova

ДЕЦАТА В КОНСТИТУЦИОННИТЕ НОРМИ НА БЪЛГАРИЯ

Румен Василев, Весела Марева

СЪСТОЯНИЕ НА БЪЛГАРСКОТО ОБРАЗОВАНИЕ

Анелия Любенова, Любомир Любенов

ЕДИН НОВ УЧЕБНИК

Ирина Колева

2018 година
Книжка 6
Книжка 5
A NEW AWARD FOR PROFESSOR MAIRA KABAKOVA

Irina Koleva, Editor-in-

Книжка 4
Книжка 3
BLENDED EDUCATION IN HIGHER SCHOOLS: NEW NETWORKS AND MEDIATORS

Nikolay Tsankov, Veska Gyuviyska, Milena Levunlieva

ВЗАИМОВРЪЗКАТА МЕЖДУ СПОРТА И ПРАВОТО

Ивайло Прокопов, Елица Стоянова

ХИМЕРНИТЕ ГРУПИ В УЧИЛИЩЕ

Яна Рашева-Мерджанова

Книжка 2
Книжка 1
2017 година
Книжка 6
ЗНАЧИМОСТТА НА УЧЕНЕТО: АНАЛИЗ НА ВРЪЗКИТЕ МЕЖДУ ГЛЕДНИТЕ ТОЧКИ НА УЧЕНИЦИ, РОДИТЕЛИ И УЧИТЕЛИ

Илиана Мирчева, Елена Джамбазова, Снежана Радева, Деян Велковски

Книжка 5
ОРГАНИЗАЦИОННА КУЛТУРА В УЧИЛИЩЕ

Ивайло Старибратов, Лилия Бабакова

Книжка 4
КОУЧИНГ. ОБРАЗОВАТЕЛЕН КОУЧИНГ

Наталия Витанова, Нели Митева

Книжка 3
Книжка 2
Книжка 1
ЕМПАТИЯ И РЕФЛЕКСИЯ

Нели Кънева, Кристиана Булдеева

2016 година
Книжка 6
Книжка 5
Книжка 4
Книжка 3
Книжка 2
Книжка 1
2015 година
Книжка 6
Книжка 5
Книжка 4
ПРАГМАТИЧНАТА ДИДАКТИКА

Николай Колишев

Книжка 3
Книжка 2
Книжка 1
2014 година
Книжка 6
Книжка 5
КОХЕРЕНТНОСТ НА ПОЛИТИКИ

Албена Вуцова, Лиляна Павлова

Книжка 4
USING THE RESULTS OF A NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT

Thomas Kellaghan, Vincent Greaney, T. Scott Murray

Книжка 3
USING THE RESULTS OF A NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT

Thomas Kellaghan, Vincent Greaney, T. Scott Murray

Книжка 2
PROFESSIONAL DEVELOPMENT OF UNIVERSITY FACULTY: А SOCIOLOGICAL ANALYSIS

Gulnar Toltaevna Balakayeva, Alken Shugaybekovich Tokmagambetov, Sapar Imangalievich Ospanov

USING THE RESULTS OF A NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT

Thomas Kellaghan, Vincent Greaney, T. Scott Murray

Книжка 1
РЕФЛЕКСИЯТА В ИНТЕГРАТИВНОТО ПОЛЕ НА МЕТОДИКАТА НА ОБУЧЕНИЕТО ПО БИОЛОГИЯ

Иса Хаджиали, Наташа Цанова, Надежда Райчева, Снежана Томова

USING THE RESULTS OF A NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT

Thomas Kellaghan, Vincent Greaney, T. Scott Murray

2013 година
Книжка 6
Книжка 5
Книжка 4
QUESTIONNAIRE DEVELOPMENT

ÎÖÅÍßÂÀÍÅÒÎ

Книжка 3
MASS MEDIA CULTURE IN KAZAKHSTAN

Aktolkyn Kulsariyeva Yerkin Massanov Indira Alibayeva

РЪКОВОДСТВО ЗА СЪСТАВЯНЕ НА ТЕСТОВЕ*

Фернандо Картрайт, Джери Мусио

РОССИЙСКАЯ СИСТЕМА ОЦЕНКИ КАЧЕСТВА ОБРАЗОВАНИЯ: ГЛАВНЫЕ УРОКИ

В. Болотов / И. Вальдман / Г. Ковалёва / М. Пинская

Книжка 2
ОЦЕНЯВАНЕ НА ГРАЖДАНСКИТЕ КОМПЕТЕНТНОСТИ НА УЧЕНИЦИТЕ: ПРЕДИЗВИКАТЕЛСТВА И ВЪЗМОЖНОСТИ

Светла Петрова Център за контрол и оценка на качеството на училищното образование

РЪКОВОДСТВО ЗА СЪСТАВЯНЕ НА ТЕСТОВЕ*

Фернандо Картрайт, Джери Мусио

Книжка 1
Уважаеми читатели,

вет, както и от международния борд за предоставените статии и студии, за да могат да бъдат идентифицирани в полето на образованието пред широката аудитория от педа- гогически специалисти във всички степени на образователната ни система. Благодаря за техния всеотдаен и безвъзмезден труд да създават и популяризират мрежа от научни съобщества по профила на списанието и да насърчават научните изследвания. Благодаря на рецензентите от национално представените висши училища, на- учни институции и

РЪКОВОДСТВО ЗА СЪСТАВЯНЕ НА ТЕСТОВЕ

Фернандо Картрайт, Джери Мусио

2012 година
Книжка 6
DEVELOPMENT OF SCIENCE IN KAZAKHSTAN IN THE PERIOD OF INDEPENDENCE

Aigerim Mynbayeva Maira Kabakova Aliya Massalimova

Книжка 5
Книжка 4
Книжка 3
СИСТЕМАТА ЗА РАЗВИТИЕ НА АКАДЕМИЧНИЯ СЪСТАВ НА РУСЕНСКИЯ УНИВЕРСИТЕТ „АНГЕЛ КЪНЧЕВ“

Христо Белоев, Ангел Смрикаров, Орлин Петров, Анелия Иванова, Галина Иванова

Книжка 2
ПРОУЧВАНЕ НА РОДИТЕЛСКОТО УЧАСТИЕ В УЧИЛИЩНИЯ ЖИВОТ В БЪЛГАРИЯ

* Този материал е изготвен въз основа на резултатите от изследването „Parental Involvement in Life of School Matters“, проведено в България в рамките на проек- та „Advancing Educational Inclusion and Quality in South East Europe“, изпълняван

ВТОРИ ФОРУМ ЗА СТРАТЕГИИ В НАУКАТА

Тошка Борисова В края на 2011 г. в София се проведе второто издание на Форум за страте- гии в науката. Основната тема бе повишаване на международната видимост и разпознаваемост на българската наука. Форумът се организира от „Elsevier“ – водеща компания за разработване и предоставяне на научни, технически и медицински информационни продукти и услуги , с подкрепата на Министер- ството на образованието, младежта и науката. След успеха на първото издание на Форума за стратегии в науката през

Книжка 1
РЕЙТИНГИ, ИНДЕКСИ, ПАРИ

Боян Захариев

©2005 Национално Издателство Аз-Буки ООД. Всички права запазени.