Proceedings of the Technical University of Sofia

Abstract: Разглежданият въпрос е комплексен и приоритетен в образователната система. Езиковите умения са базов фундамент, върху който стъпват всички останали умения за овладяване от учениците в начален образователен етап. Езиковите умения са основа за създаване на устно и писмено презентиране на текстове, на обобщени представи, на стимулиране на креативността, на засилване на въображението, на правописните езикови норми, на изискванията за точна употреба на думи и изречения, както и за ясен изказ на мисълта. Те осъществяват паралел между език и реч. Придават неограничени възможности в цялостната езикова култура. Езиковите умения играят ключова роля в последващото прогимназиално и гимназиално образование на учениците. Колкото повече езикови умения са овладени, толкова по-голяма е възможността за богата и виртуозна мисъл. Езиковото богатство всеки човек овладява през целия си съзнателен живот и именно това е основно направление на педагогическата работа за развитие на уменията и свързаната реч в начална училищна възраст.

Abstract: The paper explores the impact of social media on attention and concentration among young people. It examines how frequent exposure to notifications, multitasking, and constant connectivity influence cognitive focus and productivity. The study analyzes existing research and includes a small-scale survey to identify patterns between social media usage time and self-reported attention difficulties. The aim is to outline how digital habits shape concentration in everyday life and to suggest practical approaches for maintaining focus in an environment of continuous online distraction.

Abstract: The essay analyzes and critically evaluates the Ministry of Education’s proposal to introduce a new subject, “Virtues and Religion,” in secondary schools. It defends the position that linking moral education with the teaching of religious content is unacceptable within a secular educational system.

Abstract: В условията на глобализирана и дигитализирана информационна среда личността е поставена в уникално предизвикателство: как да съхрани автономия, идентичност и психично благосъстояние в условията на безпрецедентен информационен натиск. Дигиталният шум, съставен от постоянен поток от съобщения, уведомления, реклами, алгоритмично селектирано съдържание и социални сравнения генерира както нови възможности, така и рискове. Психологически те варират от тревожност и нарушена концентрация до нарушение на идентичността, социологически - от ерозия на доверието до поляризация, а икономически - от нови бизнес модели до концентрация на пазарната власт. Основен принос на изследването е предложената нова теоретична рамка – Когнитивно-Емоционална Личностна ентропия (КЕЛ). Статията синтезира съществуващите емпирични доказателства, систематизира ефектите на дигиталния шум в четири взаимосвързани измерения: когнитивно, емоционално, социално и автономно. За разлика от досегашните теории, КЕЛ представя комплексен модел за разбиране на това как дигиталният безпорядък подкопава целостта на личността. Докладът заключава, че концепцията за КЕЛ може да служи като основа за бъдещи академични и практически изследвания, включително за разработване на инструменти за измерване на дигиталната ентропия и политики за психично здраве и дигитална хигиена.

Abstract: Artificial Intelligence (AI) represents a fundamental transformation for humanity. Harari (2024) describes AI as the most significant information revolution in human history, establishing a nexus between everything that has previously shaped humankind and the new reality that is literally reshaping the world before our eyes. Unlike previous technological revolutions - such as the printing press or twentieth-century innovations, which remained passive tools in human hands - AI introduces active agents that we cannot always fully control or understand, and which may themselves take the initiative in shaping society, culture, and history. But what exactly is this transformation? The meaning and effects of artificial intelligence offer an orientation and a possible framework for understanding what our policies and attitudes toward this most profound informational revolution should be. The study examines two emblematic AI-related cases - in art and in relation to social violence. The first is Harari’s striking example linking the violence in Myanmar (2016–2017) with the role of AI-driven algorithms; the second concerns an AI-generated rock band that achieved millions of plays on Spotify before it was revealed that The Velvet Sundown and its four members were entirely creations of artificial intelligence.

Abstract: The report "Post-industrial society: from theory to reality" traces the emergence of new social and economic relations in the mid-20th century, when the transition from an industrial to a post-industrial society began. Services and the information sector became more important than heavy industry; science, innovation, and high technology were leading factors for growth; the role of education and skilled labor increased, and manufacturing became increasingly automated. This transformation changed the way society lived, both personally and professionally. American sociologist Daniel Bell was the first to call these fundamental changes "post-industrial society." After him, scholars such as Alvin Toffler and Peter Drucker expanded on this concept, with the former emphasizing the accelerated pace of change and the latter emphasizing knowledge as a key resource. The concepts of these three scholars provide a historical perspective on the development of post-industrial society and a basis for comparing the extent to which they have been realized over time.

Abstract: Креативността е новата парадигма и залог за стремежа към учене, като подтик и мотивация у подрастващите ученици. Тя е показател за педагогическото майсторство и професионализма на съвременния педагог. Променената среда и променените условия предвещават нови позиции и нагласи, изискващи поява на голяма креативност. Това е отговорно начинание и огромно предизвикателство за всеки педагог. И учителят, и ученикът, и училищната институция придобиват нова идентификация. А новото разбиране за предназначението на педагога се обвързва преди всичко с неговата креативност, тъй като спектърът на неговата роля и функционално предназначение непрекъснато се разширява, допълва и надгражда. Той трябва да доведе учениците до критично усвояване на миналото, акуратно пресъздаване на настоящето и правдиво изграждане на бъдещето. Ролята на началния учител търпи почти непрекъснато осмисляне от началото на новото хилядолетие.

Abstract: Academic motivation plays a central role in students’ engagement, achievement, and well-being, particularly during adolescence, a developmental period marked by increasing academic demands and autonomy. Grounded in Self-Determination Theory, the present study examined gender differences and the role of extracurricular factors in shaping academic motivation among secondary school students. The sample consisted of 244 adolescents (51.2% girls) aged 14–17 years (M age = 15.56 years) from a mainstream urban school in Bulgaria. Academic motivation was assessed using the Bulgarian adaptation of the Academic Motivation Scale (AMS), which measures intrinsic motivation, extrinsic motivation, and amotivation. Descriptive analyses indicated moderate to high levels of academic motivation, with extrinsic motivation slightly exceeding intrinsic motivation and relatively low levels of amotivation. Independent samples t-tests revealed significant gender differences, with girls reporting higher levels of both intrinsic and extrinsic motivation than boys, while no gender differences were found for amotivation or stimulation-driven intrinsic motivation. Participation in extracurricular activities was associated with higher intrinsic and extrinsic motivation and lower amotivation, whereas sports participation was specifically linked to higher intrinsic motivation related to stimulation. These findings highlight the importance of extracurricular contexts as motivational resources during adolescence and underscore the value of autonomy-supportive educational environments beyond the classroom. The study contributes empirical evidence from an underrepresented Eastern European context and offers practical implications for educational policy and school-based interventions aimed at fostering high-quality academic motivation and fostering adolescents’ well-being.

Abstract: Internationalization of higher education has become a cornerstone of academic quality and global engagement in the post-industrial era. This article examines how internationalized classrooms – specifically Masterclasses, Mirror Classes, and Collaborative Online International Learning (COIL) – function as effective “internationalization-at-home” strategies in a public university context. We integrate findings from a recent survey of 37 internationalized classroom experiences at Universidad Distrital Francisco Jose de Caldas (Bogote), presenting quantitative and qualitative results. Visual data representations illustrate the distribution of modalities, partnering regions, and perceived outcomes. Conceptually, the study builds on Knight’s and de Wit’s frameworks of curriculum internationalization and the notion of Internationalization at Home, as well as reflections from practice. The Results indicate that Masterclasses (one-off expert lectures) were the most common format, followed by multi-session Mirror Classes and COIL projects, jointly spanning collaborations with partner institutions in over a dozen countries. Participants reported enhanced student engagement, intercultural competence development, and progress toward joint academic outputs. In the Discussion, we connect these outcomes to strategic goals such as forging double-degree agreements and strengthening international partnerships, noting alignment with both institutional policy (UDFJC’s Policy on Inter-institutionalization and Internationalization, Agreement 009-2023) and national directives (Ministry of National Education 2024, Guidelines on internationalization indicators). We argue that internationalized classroom formats not only enrich the curriculum and student experience but also serve as catalysts for comprehensive internationalization—advancing global learning objectives for all students, fostering multilingualism, and meeting quality assurance standards.

Abstract: This report examines the crisis of learning motivation among modern students in middle and high school in the context of an information-saturated post-industrial society. It analyzes how the lack of a clear goal in young people affects their intrinsic motivation to learn and how teachers struggle for students' attention in the age of social networks, advertising and digital temptations. The report proposes an innovative approach, based on the psychology of influence and advertising principles, as a potential tool for improving learning motivation. It examines the mechanisms of attention-grabbing used in marketing and their applicability in the educational environment. The study raises the question of whether borrowing techniques from the advertising industry can help educators cope with the challenges of modern education.

Abstract: The present paper is part of a complex multidisciplinary study of inequality as social interaction in the 21st century. It encompasses the period 2021-2025 and was carried out by university research fellows from two EU countries, Bulgaria and Austria. The text below is a modest contribution to the academic discussion of social well-being and its correlation to ecological sustainability as it focuses on the evolving concept of ecological injustice. The aim of the small-scale research it is based on was twofold: on the one hand, place the subject of the research within the realm of social sciences and come up with a specific definition of ecological injustice as a modern type of social interaction; on the other, spotlight certain geopolitical aspects of ecological injustice and thus raise awareness of the controversy behind the newly emerging and existing ecological inequalities. In addition, the impact of ecological injustice on collective well-being is briefly touched upon and offered as food for thought.

Abstract: Настоящият текст разглежда футуризма през концепцията за „постоянното бъдеще“, като философско, естетическо и културно явление, в което представите за бъдещето неизбежно се проектират през ценностите, страховете и технологичните възможности на настоящето. Футуризмът, възникнал в началото на XX век под въздействието на индустриалната революция, утвърждава идея за прогрес, основана на скорост, машина, динамика и агресивна трансформация на света, което впоследствие се оказва тясно свързано с милитаризацията и катастрофалните събития на Първата и Втората световна война. В този контекст бъдещето, мислено като утопия на прогреса, се превръща в пространство на разрушение и дехуманизация. В статията се прави съпоставка между класическия футуризъм и неофутуризма като по-късна интерпретация на идеята за бъдещето, възникнала в постиндустриалния и дигитален свят. Анализира се философският парадокс на понятието „ново бъдеще“ и се разглеждат трансформациите на футуристичната естетика в контекста на съвременните дигитални утопии, архитектурни визии, научна фантастика и технологични практики. Текстът поставя акцент върху промяната в отношението към човека, природата и технологията, като проследява прехода от механистична визия за прогрес към по-рефлексивни, екологично и етично ориентирани представи за бъдещето. В заключение се поставя въпросът дали човечеството е способно да извърши цивилизационен преход, при който технологичният напредък да бъде съчетан с духовно, морално и екологично осъзнаване.

Abstract: Настоящото изследване разглежда динамиката на социално-икономическите промени в Куба през последните четири години, разкривайки сложното взаимодействие между пазарни реформи, политическа стабилност и социални противоречия. Чрез интердисциплинарен подход, изследването илюстрира управленските стратегии на кубинското ръководство за провеждане на структурни трансформации. Анализът включва определени прогнози за развитието на кубинската икономика, които се основават на комплексна методологична рамка и анализ на първични данни.

Abstract: The current paper focuses on the topic of achieving individual freedom by exploring the problems of gender and identity in Virginia Woolf’s novel Orlando: A Biography, and D. H. Lawrence’s story Odour of Chrysanthemums. Placing the topic in the Modernist period of English literature, the authors’ aim is to provoke both Modernist society and our contemporaries as well by proposing an issue for further examination. The main characters have to face social boundaries and expectations, challenge the limits of their minds, and search for their selves. They go through life obstacles; the authors reveal Orlando’s and Elizabeth’s relations with others as essential for their consciousness development. Orlando’s change of gender is a really innovative topic proposed by Woolf; Lawrence’s challenging the societal norms questions working class people’s happiness in life in the time of the period of industrialization. After all, what can be concluded on both literary works is that it appears that ultimate freedom cannot be achieved in a suppressive world, but striving for it should never stop, because it means self-development.

Abstract: This paper discusses social and technical challenges associated with the implementation of smart technologies in the context of the digital transformation processes, by which it argues that such initiatives can only be successful if performed not just on a technical dimension but also encompassing user acceptance, organizational readiness, ethical dimensions, and infrastructure considerations. The major challenges that this paper discusses are public trust, data privacy, algorithmic transparency, and interoperability; however, it tries to anchor its argumentation in the socio-technical systems theory. In respect to some case studies from smart cities and healthcare sectors, it is evidenced that adoption is facilitated by participatory governance involving all the stakeholders thus building trust; therefore major strategies confronting these challenges recommend participatory design approaches involving interdisciplinary collaboration in adaptive governance frameworks. This paper therefore argues that a sustainable socially-beneficial digital transformation process must work towards comprehensive technological innovation harmonized with prevailing social values and public interest.

Abstract: This post-industrial era, where technology implies development and with it, the ability to handle technological tools has become an essential character for human beings; however, this priority leaves at a disadvantage communities that, due to their social and geographical environment, have limited access to technology and digital training. This paper shows the challenges faced by students from the Wayuu and Wiwas communities in their training process at the National Institute of Vocational Technical Training in San Juan del Cesar, Colombia, expressing the desire to continue their studies and at the same time describing how these young people face the technological gap, given that their skills in office automation and use of computer devices are minimal at the beginning of their training. Analyzing the difficulties that this situation generates in the academic context and how student effort, resilience and commitment is evidenced, together with the institutional interdisciplinary team, to overcome these obstacles under the presentation of success stories and significant advances achieved at the end of their study programs, demonstrating that, although the road is arduous, This gap can be reduced with appropriate support strategies.

Abstract: In the development of the training of industrial engineers, a redefinition of training activities has been proposed, for Research subjects, moving the focus from the simple creation of tangible artifacts to the inherent capacity of the human being to be an active and transforming agent of his environment, his social structures and his own identity. The perspective of the "Transformative Engineer" transcends incremental improvements, focusing on paradigmatic shifts driven by the need to address business challenges in the global context (climate change, inequality). The methodology is based on a conceptual framework that integrates active methodologies, existentialism, constructivism, technology (Industry 4.0, Industry 5.0, convergence of AI, biotechnology and nanotechnology) and sociology (participatory design and citizen science); arguing that these changes provide unprecedented opportunities for self-creation and societal evolution, but under a solid ethical framework. Where finally through the results of each subject the human capacity for intentional and responsible change is evidenced necessary to build more just, sustainable and resilient futures, which in turn are a source of inspiration to be co-creators of their destiny and that of humanity, emphasizing responsible innovation and alignment with human values.

Abstract: Environmental challenges are a pressing issue that affects the way we live, produce, and consume. Overproduction to satisfy imposed materialism threatens existing resources, biodiversity, and human life. Much production consumes many natural resources and energy, while at the same time, the growth in recycling of products is low, making it necessary to change the way we produce and consume. This paper focuses on the analysis of sustainable analysis practices and sustainable behavior in the textile, household goods, and toys industries. It addresses questions about the place of design and its components in building a successful product, what determines its life cycle, and how consumers influence production. The conclusions are supported by the results of a survey conducted among Bulgarian citizens on the principles and practices of sustainable consumption.

Abstract: The author proceeds from the thesis that as a result of the discovery of a universal explanation in techno-science about what is happening in the reality surrounding people of today, they are showing an increasing interest in the techno-scientific worldviews that have been spontaneously taking shape in recent years. At the same time it seems that it is no longer enough for many of our contemporaries to choose one of these rational pictures of the world or to find their place in it. They see a new divine power in modern technologies, i.e. they essentially profess a techno-religion. Lately I have had the impression that the infatuation with the power of techno-science is causing quite a few contemporaries to go even beyond this type of religiosness. This infatuation culminates in the formation of a specific techno-scientific superstition, the peculiarities of which are the subject of the analysis in the article.

Abstract: An analysis of the concept of infantilization as a socio-cultural phenomenon is proposed in this paper. It is examined from an ethical perspective and in a broader socio-cultural context, drawing on organizational-psychological research and moral philosophy, through which the phenomenon of infantilization can be explained. The conceptual examination is framed by pairs of notions such as immaturity - maturity, youth - old age, individual – community in order to understand whether infantilism is spiritual immaturity and what are its specific characteristic manifestations in the university community today.

Abstract: This study examines how banking and corporate governance models influence business dynamics and growth, focusing on Anglo-Saxon (market-based), Continental European (stakeholder-based), and Japanese (network-based) systems. Using World Bank data (2015–2023) for Germany, France, the UK, Ireland, Japan, Poland, and Bulgaria, it analyzes bank consolidation, firm entry/exit, and GDP growth via a weighted rating model. Results show Anglo-Saxon systems drive entrepreneurship but with high turnover, Japanese models foster resilience yet limit new firms, and Continental models balance entry with survival. Bulgaria shows strong activity but weak sustainability, suggesting a hybrid model combining market dynamism, European stability, and Japanese discipline.

Abstract: The present paper is part of a complex multidisciplinary study of inequality as social interaction in the 21st century. It encompasses the period 2021-2025 and was carried out by university research fellows from two EU countries, Bulgaria and Austria. The text below is a modest contribution to the academic discussion of social well-being and its correlation to ecological sustainability and it focuses on a specific concept better known as ecological injustice. The aim of the small-scale research it is based on was twofold: on the one hand, place the subject of the research within the realm of social sciences and come up with a specific definition of ecological injustice as a modern type of social interaction; on the other, spotlight certain geopolitical aspects of ecological injustice and thus raise awareness of the controversy behind the emerging and existing ecological inequalities. In addition, the impact of ecological injustice on collective well-being is briefly touched upon and offered as food for thought.

Abstract: The article focuses on the changes that have occurred with the widespread technologization and digitization of a number of professional activities and their impact on education. It examines the specific characteristics of contemporary learners, representatives of Generation Z, and cites a number of documents that outline policies related to qualification and professional standards for the teaching profession and new competencies that are required in education in the modern digital era. Surveys conducted among engineering students are cited, clarifying their attitude towards the use of innovative technologies such as virtual reality and artificial intelligence for the purposes of foreign language teaching at university. Hypotheses and theses are presented on the application of technologies as part of the pedagogical toolkit for teaching and learning in the 21st century, with a focus on learners.

Abstract: This paper explores Gross Fixed Capital Formation (GFCF) as a key economic indicator, delving into its characteristics, significance, and implications for understanding economic performance and growth potential. GFCF, representing net investments in fixed assets like infrastructure, machinery, and buildings, serves as an indicator of a country’s productive capacity and long-term economic health. By examining GFCF’s relationship with Gross Domestic Product (GDP), the study highlights its role in reflecting investment trends and economic expansion. Using comparative data from Bulgaria and selected European Union countries, the analysis investigates GFCF as a percentage of GDP to understand investment efficiency across different economies. Additionally, the Incremental Capital-Output Ratio (ICOR) is employed to assess the productivity of investments, enabling a comparative perspective on economic growth and capital utilization. The findings provide insights into how GFCF, as an indicator, supports economic modeling, guides policy decisions, and reflects investment climates, particularly in economies with varying levels of development. The study ultimately underscores the importance of GFCF in economic policy and investment strategy, highlighting both its advantages and limitations as a single metric of economic health.

Abstract: This article explores the fundamental transformation of the educational paradigm within the context of postmodern didactics and digital transformation. The author deconstructs the traditional "linear transmission of knowledge" model, proposing a conceptual framework for foreign language teaching based on the synergy between cognitive constructivism and connectivism. Particular emphasis is placed on redefining pedagogical authority—a transition from the figure of the "instructor" to that of the facilitator and epistemological navigator. By analyzing the concepts of "rhizomatic structures," "symbolic power," and the "affective filter," the study justifies the necessity of developing metacognitive autonomy in learners. The pragmatic dimension of the model is illustrated through the original project "Digital Language Influencer," which demonstrates how language is transformed from an academic object into a tool for social action within a hyper-connected ecosystem.