Postmodernism Problems

Education and Social Cohesion: Editorial

Todorka Kineva — Tue, 05 Aug 2025 00:00:00 +0300

The expression "we live in a dynamic world" is not a cliché, but an objective reflection of social reality in the 21st century. We are witnessing continuous social transformations that bring new and new socio-economic challenges – from widespread uncertainty and crises, through persistent economic and social inequalities, conflicts, antagonisms, and deep social divisions, to rapid technological progress that is penetrating all spheres of contemporary society and human life. Zygmunt Bauman defined our era as "liquid modernity," characterized by constant change, unpredictability, and instability of social structures and modes of coexistence. It is shaking up existing forms of cooperation and testing people's sense of belonging and trust. Building shared values that help us coexist has always been one of the primary functions of education. And that is precisely why the debate on the relationship between education and social cohesion is more important than ever today. This is why the thematic focus of this issue is on the challenges and opportunities for education and social cohesion in the 21st century.

The Role of Learning Experiences for the School-to-Work Transitions of Young People in Vulnerable Situations in Bulgaria

Darena Hristozova , Siyka Kovacheva — Tue, 05 Aug 2025 00:00:00 +0300

The paper explores how, in the context of social, economic, and political crises and different vulnerable situations, young people in Bulgaria perceive and use their learning experiences in making the transition from education to employment. We focus on the life course perspective, examining the learning experiences as influenced by both the specific historical context and the local structure of opportunities and constraints. For the paper, we analyzed a total of 20 interviews with young people between the ages of 18 and 29, affected by diverse factors of vulnerability – ten from the socio-economically thriving Plovdiv district located in the South Central region and ten from the socio-economically declining Gabrovo district located in the North Central region. One of the important findings of our study refers to the beneficial link between formal education and non-formal education, which helps young people in vulnerable situations to make prompt, more conscious, and adequate choices for their future and career orientation. The analysis confirmed that the regional inequalities in terms of access to opportunities for quality education and satisfactory employment strongly shape young people’s educational choices and academic achievements, but it also highlighted the importance of the subjective agency of young people. The young should have greater awareness and a higher willingness to take advantage of the diverse education and training opportunities.

Local Festivities as a Catalyst for Social Cohesion: A Focus on Small Settlements

Kamelia Petkova — Tue, 05 Aug 2025 00:00:00 +0300

In the context of increasing challenges to social cohesion and local communities, the role of local festivities is gaining growing significance. They serve not only as a means of cultural expression but also as a mechanism for social stability, especially in the conditions of globalization, urbanization, and rising socio-economic inequalities. This study aims to analyze the role of local festivities as a catalyst for social cohesion in small settlements. In a changing social environment, these events contribute to building a shared identity, strengthening social bonds, and preserving cultural heritage. A mixed-methods approach has been employed, including an analysis of data from in-depth interviews with organizers and participants in local festivities, as well as a nationally representative quantitative survey. The analysis reveals that festivities foster social interaction and cultural exchange while also contributing to the development of social capital in local communities. The results indicate that young people perceive festivities as a platform for socialization, whereas older generations see them as a means of transmitting cultural heritage. Festivities also play a crucial role in economic revitalization by stimulating local businesses and attracting tourists. In rural areas, these events retain a stronger, authentic character, whereas in small towns, they often integrate modernized elements. In addition to their socio-cultural significance, festivities help reduce social isolation and strengthen community spirit, particularly in times of crisis. The study underscores the need for targeted policies to support these events to maximize their positive impact on communities.

Quality of Higher Education as a Social Construct: Formation and Transformation Through Accreditation, Ratings, and Societal Expectations

Dragomir Kolev Draganov — Tue, 05 Aug 2025 00:00:00 +0300

This article presents a different interpretation of the practice of imposing university rankings and ratings as the main tool for assessing the quality of higher education. The article assumes that the quality of higher education is a social construct whose meaning arises from the interaction between the main stakeholders in the higher education system. These are primarily students and their families, employers, teachers, university administrators, and public authorities. Therefore, the quality of higher education not only cannot exist, but also cannot be understood and interpreted outside the specific interactions that take place in and in relation to university life. This article thus argues that standardized university rankings based on a set of quantifiable indicators cannot be an objective way of presenting the quality of higher education, because this leads to privileging the perspective of only one of the parties involved—that of the funding body. Furthermore, turning ratings and rankings into a key policy tool may reinforce the corporatization of universities, deepen existing inequalities in the system and among graduates, weaken the public role of universities, and block their ability to create reflective knowledge that they can use to solve problems in local communities and challenge precisely the privileged, empowered viewpoints.

Quality of Economics Education in Bulgarian Higher Education Institutions: Аssessment Criteria Systematization

Maya Tsoklinova — Tue, 05 Aug 2025 00:00:00 +0300

Education is a key factor for national competitiveness and a significant element of the social infrastructure, on which the achieved level of public welfare depends. Professional realization and the return on investment in human capital are largely determined by the quality of higher education and the acquired knowledge and skills. In this context, the purpose of this article is to study and analyse the quality of education in economics in Bulgarian higher education institutions and, on this basis, to formulate conclusions and recommendations regarding the possibilities for its improvement. To achieve the set goal, a descriptive analysis of the strengths, challenges, and opportunities for development is carried out, and criteria and sub-criteria for assessing the quality of economics education in higher education institutions in Bulgaria are systematized. The usefulness of such a study is expressed in the proposed system of criteria and sub-criteria for assessing the quality of economics education in higher education institutions, taking into account external and internal factors of impact on the overall process, from admission through training, and finally to implementation.

Expecting the Intelligent Machine: Literary Interpretations and Images of Artificial Intelligence

Nikolay Yanev — Tue, 05 Aug 2025 00:00:00 +0300

Is it possible to create an artificial human? This question has received its answers long before the advent of computers and artificial intelligence systems. Drawing on evidence from non-scientific literature, the article aims to register a well-developed and traceable tradition, in which prototypes of self-moving autonomous machines and humanoid creatures are present. These descriptions address fundamental questions: how they are created, how their bodies are formed, what their purpose is, how their minds develop, and what their relationship with humans is like. Through a qualitative study of the content, certain types have been revealed: mechanical, inorganic, or humanoid, as well as organic creatures, the result of either magical or scientific intervention. They surpass humans in strength, speed, and often in intelligence. It is concluded that knowledge, learning, and speech are important properties that mark their rational existence. This is where the danger lies: they may realize their superiority and rebel. When viewed in the context of this tradition, the modern debate on the possibilities and risks of artificial intelligence could benefit from a pre-existing instinct for the risk hidden within the intelligent machine.

Generative Artificial Intelligence and Academic Practices: A Comparative Analysis of Approaches in Europe, the United States and China

Marieta Hristova — Tue, 05 Aug 2025 00:00:00 +0300

The emergence of generative artificial intelligence (AI), including platforms such as ChatGPT, has triggered significant changes in higher education and challenged traditional notions of academic integrity and independent learning. This study analyzes university policies on AI use in Europe, the United States, and China through the theoretical lenses of technological determinism and social constructivism. Initial responses, characterized by bans and restrictions, reflect a deterministic logic in which technology is perceived as inevitably leading to academic misconduct and skill erosion. Over time, however, a shift toward socially constructivist approaches is observed, emphasizing education, ethical use, and the integration of AI into teaching and learning processes. The comparative analysis reveals notable regional differences: while European universities are moving from prohibitions to guidelines for responsible use, U.S. institutions adopt diverse strategies, and Chinese universities develop centralized regulations combining strict control with the promotion of innovation. The study underscores that a balanced approach – combining technological adaptation with clearly defined social norms – is essential for safeguarding academic integrity and preparing students for a future shaped by educational technologies.

Civic Education – the Responsibility and Obligation (not)Only of the School

Dimitar Dimov Georgiev — Tue, 05 Aug 2025 00:00:00 +0300

The focus of this article is on the role of civic education and the challenges facing it in Bulgaria. The primary objective is to examine civic education and the challenges in the development of schools as key educational institutions, preparing young people with a developed civic consciousness to become fully-fledged, active citizens of Bulgaria. The writing of the article was provoked by the fact that often the responsibility for the development of civic education is attributed solely to the school. The fact is that it is the main educational institution within which students acquire structured and systematic knowledge about state institutions, democratic principles, values, rights, responsibilities, etc., but it should be borne in mind that the family, civil society, the media, etc., also have an attitude towards civic education. Therefore, the article defends the thesis that civic education is not the task of only one institution, but is a common and collective responsibility. The level and development of civic education is the result of a complex interaction of institutions and organizations. The formation of responsible, informed, and active citizens cannot be the responsibility of only one of them, and therefore, the study of civic education requires a comprehensive approach, which should take into account all other parties in the process.

On a Fragment of the Institutionalization of Economic Sociology in Bulgaria

Dragomir Kolev Draganov — Tue, 05 Aug 2025 00:00:00 +0300

The text is an overview of conference proceedings named “50 years of the Department of Economic Sociology”, UNWE, published in 2025 by UNWE Academic Publishing House, edited by Georgi Petrunov, Todorka Kineva and Dragomir Draganov. Print-ISBN-13: 978-619-232-903-7, E-ISBN-13: 978-619-232-904-4. The overview argues that with its 105 papers and almost 1,400 pages, the collection can also serve as valuable documentary evidence of the history of sociology in Bulgaria, particularly the institutionalization of economic sociology in the country.