ABSTRACT. In today's rapidly evolving professional landscape, technical expertise alone is insufficient for success. Law students must acquire not only domain-specific knowledge but also transferable soft skills - such as communication, critical thinking, teamwork, and leadership skills - that will enable them to thrive in a variety of contexts. These soft skills are the bridge between technical competence and real-world application, facilitating collaboration, adaptability, and problem-solving across disciplines. Teaching these transferable skills to students from diverse academic backgrounds helps them become versatile professionals, capable of addressing complex societal challenges.

However, traditional legal education tends to emphasize doctrinal knowledge and theoretical analysis over these skills, which can leave students underprepared for the realities of legal practice. The flipped learning model offers a unique solution by focusing classroom time on practical, hands-on experiences that cultivate these crucial competencies. It is an innovative teaching model that has gained popularity in recent years, especially in higher education. This pedagogical approach reverses the traditional model of teaching by delivering instructional content, often online, outside the classroom, and moving active learning, including exercises and group activities, into the classroom. For law students, flipped learning presents a powerful method for acquiring and developing soft skills, such as communication, teamwork, critical thinking, and emotional intelligence, which are essential for success in the legal profession. By transforming passive learning into an active, student-centered process, flipped learning fosters deeper engagement with both theoretical knowledge and the development of critical soft skills. This paper explores strategies for cultivating soft skills among law students, ensuring they are well-prepared for multidisciplinary environments.

ABSTRACT. Nowadays, academic training creates opportunities for university students to develop and apply linguistic and cultural knowledge and skills in order to communicate in an English Medium Instruction (EMI) academic environment. Academic mastery of English as a foreign language (EFL) is part of many EMI university programmes taught worldwide. Based on observations, training and research in a course on preparation and delivering academic presentations in English in the bachelor’s degree programme of Applied Foreign Languages for Administration and Management (in English and a second foreign language) at New Bulgarian University, the article focuses on training students to prepare and deliver EFL academic presentations as a flipped-classroom tool to enhance academic communication in an EMI environment. Since the field is little researched, while EFL training scarcely masters presentation skills involving certain aspects causing particular difficulties for learners, it is viewed necessary to create a broader foundation on which to step in order to suggest a presentation model to follow in an EMI academic environment.

ABSTRACT. The flipped classroom model represents a paradigm shift in education, where traditional teaching methods are inverted to prioritize student-centered learning. This article explores the impact of flipped classrooms within the context of Educational Technology (EdTech), focusing on how this approach enhances student engagement and learning outcomes. Drawing on insights from the Leadership Fellowship training at the University of Florence and Nantes, the study highlights innovative tools such as online platforms for real-time voting, group discussions, and anonymous feedback systems that redefine classroom interactions. The flipped classroom empowers students to engage with content at their own pace, using pre-recorded lectures, interactive assignments, and in-class activities designed to foster deeper understanding and collaboration. The study employs a mixed-methods approach, combining data from recent studies on flipped classrooms with practical applications observed in European universities. Results indicate significant improvements in student motivation, participation, and performance, highlighting the effectiveness of integrating EdTech in flipped learning environments. This article concludes by emphasizing the need for educators to adapt teaching strategies that leverage technology to meet the evolving needs of modern learners, ensuring a more inclusive, interactive, and effective educational experience.

ABSTRACT. The Flipped Classroom methodology is a pedagogical approach that reverses the traditional teaching model. Instead of receiving the lecture in class, students review theoretical content at home through short videos, readings, or other materials. Classroom time is then dedicated to practical, collaborative activities or problem-solving, with direct teacher support. This approach encourages more active and autonomous student participation, fostering deeper engagement with the material and improving learning outcomes, in which the teacher becomes a facilitator of the teaching-learning process rather than merely a transmitter of knowledge. Flipped Classroom is a methodology that is primarily used at the university level, although it originated in secondary education. It was reported for the first time in 2007, when two high school teachers, Jonathan Bergmann and Aaron Sams, began recording video lectures for absent students. The main idea of flipped classroom methodology is to reverse the location where the main tasks of the learning process take place: "The lesson at home and homework in class". Although the COVID-19 emergency has, in many cases, pushed teachers toward a hybrid teaching and learning model, often applying the Flipped Classroom methodology, the truth is that it had already gained relevance in the years prior to the pandemic. This was due to the need for educators to adapt the traditional teaching and learning system to the new generations. Additionally, this flipped classroom methodology can be combined with others, such as gamification, allowing the combination of academic motivation with critical thinking, leading to very positive effects. Gamifying involves using games in the teaching-learning process to develop skills and competencies (collaborative work, communication, problem-solving, critical thinking, etc.), as well as motivation. The gamified flipped classroom emerges from the fusion of these two active methodologies: on the one hand, the flipped classroom, and on the other, the use of games in the teaching and/or learning process. The purpose of this paper is to discuss various flipped classroom experiences developed in Higher Education, which aim to promote active learning and encourage student motivation.

ABSTRACT. This paper makes a case for the implementation of the flipped learning model in higher education humanities classes. While there is extensive evidence on the effectiveness of such a method in science classes where it was first introduced, the practice of reversing the traditional learning model in humanities is still poorly discussed in research literature. Based on a participatory action-research approach, the paper explores two applications of the flipped instructional model: one in relation to skill-oriented classes on language teaching methodology, the other in relation to content-oriented theoretical literary studies. Both case studies have been conducted with medium or small-sized classes of undergraduate students in an Italian academic environment. The research design was qualitative: data have been collected through a semi-structured students’ survey, from which an overall picture of the effectiveness of the flipped instructional model has been discussed and evaluated. Findings indicated a highly positive appreciation of the efficacy of the flipped strategy in enhancing learning outcomes, cognitive awareness, communication and interactive skills. These research findings are all the more remarkable if we take into account the dominant teacher-centered educational culture of the Italian academic setting. Students’ satisfaction and engagement with the flipped learning method is therefore proof to the potential benefits inherent in reversing the classroom and shifting the educational paradigm in the humanities.

ABSTRACT. In the paper I propose a new approach to conducting Q&A session during an academic lecture. In the proposed method I describe the procedure of collecting one question from each student, evaluation of proposals by students themselves, reflecting on the very process of acquiring low-level and high-level knowledge, and, finally, handling effectively with the questions. The session lasts typically 45 minutes and it is advisable to plan one session per course. It can be either an introductory session (during the first lecture), or summarizing session (during the last lecture). The session can be organized on-line or on-site. Conducting Q&A session in this manner grants several benefits for the process of active learning: (i) checks students' understanding of material, (ii) identifies common misconceptions, (iii) forces students to self-reflection on their learning progress, (iv) encourages simultaneously both excelling and struggling students, (v) equalizes participation chances of both dominant and shy students, (vi) revises material (vii) encourages work in groups (paper version), (viii) encourages using on-line tools (on-line version), and last but not least (ix) explains to students the rationale behind the proverb: “There are no bad questions, only bad answers”.

ABSTRACT. The article covers examples of several experiential learning situations (tasks) with educational purposes. They are a part of university lecture courses in advertising. The tasks are specific to teaching in the fields of psychology of advertising; corporate social responsibility of businesses; and visual aspects of design and advertising. These tasks are always goal oriented. They vary from welcoming icebreakers to specific demonstrations with an educational purpose: from drawing your own shoe, to photographing recyclables, building non-visible figures by communicating, inducing emotions, giving out chocolates, and paying tribute to the national anthem. An online questionnaire was used among students who completed the courses between 2022 and 2024. The results show that students find the described activities as an innovative way of teaching, which makes their motivation for studying go up, as well as their interest in the subjects. Students claim they remember the study material better through experiential activities; they find the depicted situations as useful for their practice in advertising agencies. Respondents say they pay more attention in class when there is a situational task included. They also feel more like sharing their experiences and newly acquired knowledge with acquaintances. Experiential learning tasks in educational lectures are described as a good way to break barriers within the classroom and to get more work done in a better atmosphere.

ABSTRACT. One of the 17 Sustainable Development Goals established by the United Nations in its 2030 Agenda is to ensure inclusive, equitable, and quality education, as well as to promote lifelong learning opportunities for all [1]. In this context, active methodologies, which focus on the student and their learning process, are gaining popularity and have been shown to offer more effective and higher-quality education [2,3]. University professors, aware of this shift, are seeking strategies to strengthen students' emotional and behavioral engagement in the classroom, with the goal of improving learning and enhancing academic performance. Providing university students with an educational experience that is not only effective but also engaging and meaningful presents a significant challenge for educators. One strategy that has been increasingly successful in achieving this goal is gamification, a term coined in 2002 by video game developer Nick Pelling. This technique involves incorporating game elements and dynamics into non-game contexts [4]. In recent years, gamification has experienced remarkable growth in education due to its ability to motivate and engage students more effectively [5]. A literature review conducted by [6] highlights the growing interest within the scientific community in researching and proposing gamification projects in higher education. This review also underscores a positive predisposition among students toward the implementation of innovative learning experiences that include gamification. At the University of Las Palmas de Gran Canaria (ULPGC), various gamification initiatives have been implemented as part of educational innovation projects, aiming to provide more motivating and enriching learning experiences in several Faculties, such as Education, Marine Sciences, Engineering, and Nursing. These initiatives have involved more than 1,000 students and have utilized tools such as Kahoot, Quizziz, and Wix to design and assess gamification activities, complemented by additional resources such as Educaplay and Powtoon for creating game dynamics. The results show a clear increase in students’ motivation, participation, and engagement with the subjects, highlighting the importance of gamification and educational games in teaching. These methods not only improve student motivation but also help reduce monotony by presenting learning content in a more entertaining and effective way. The impact of gamification in the educational field is broad, affecting students in different ways: behaviorally, emotionally, and cognitively. Additionally, when students' perceptions of previous gamification experiences in the classroom have been studied, it has been found that, overall, they enjoy participating in these activities and consider them valuable for their learning [7,8]. Other studies have demonstrated that students prefer the application of gamification to learning content over traditional classroom approaches [9,7]. However, gamification represents a significant challenge for education, particularly within higher education institutions, where a careful approach to its successful implementation is required [10].

ABSTRACT. Play plays a key role in the development of all human beings; it is a fundamental tool for stimulating the development of thinking, language and the ability to interact with others and with the environment (Bruner, 1976; Piaget, 1945; Vygotskij, 1966; Winnicott, 1971). Many authors in the field of psychology have emphasised the positive values of play (D'Urso 2012), linking it in particular to learning processes and the experience of well-being (Csikszentmihalyi, 2000). Indeed, the activity of play has the peculiarity of taking place in a context that is "outside of reality", so that the risk of failure is not perceived as an error, but rather as one of the possibilities offered by acting through play, which leads to a reformulation, a loss of interest or a shift of attention to another activity (Bruner, 1976). Based on these considerations, play is one of the themes of the curriculum in primary education within the Educational Psychology course and it is a topic that needs to be experienced to be fully understood. An hands on approach is necessary and in small group interaction is useful, following the goal to break down the anonymity of the “large class group” (Arfelli 1997; Authors 2007). Having the opportunity of lively experiment playing activity, may also foreshadowing the vision of the so-called “reflective practitioner,” introduced by Schön (1992). Started in face-to-face classrooms, the model was then transposed into online experiences (Authors 2007a, 2007b; 2007c; 2008). The hands on approach marked the beginning of a culture of teaching carried on in the psychological subjects taught at the University of XXX (and beyond) always in an active and interactive way, since the 70ties. Keeping into consideration the interactive model, it was planned to teach the educational and psychological value of playing activities by using a teaching-learning interactive approach. To address these aims, a research project composed by three studies was conducted. The first study aimed to experience the positive effects of play on individuals well-being in the academic classroom (emotional and social goal). The second study had the purpose to promote the understanding of the positive value of game format in teaching-learning process (cognitive goal) and to reflect on the game experience in order to design play activities for children (metacognitive and learning transfer goals). In the third, the experience was shifted online, offering a screen to screen play practice trough a charade.

ABSTRACT. Innovative vocational training is an integral part of human resource development and is a particularly timely topic in the current era of globalization and informational progress. Project-based learning (PBL) is gaining ground as an innovative VET (vocational education and training) technique to prepare learners with specific skills within a particular context for future professional engagements. This type of innovative learning, with its engaging and practical activities or projects, is a testament to the adaptability of learners, who play a crucial role in its implementation. Their active involvement in problem-solving and independent engagement in performing various tasks is a key factor in the success of project-based learning. An essential aspect of innovative learning in VET is developing and using easily identifiable key performance indicators (KPIs) to assess its results, which can be used to track progress towards educational objectives. This article aims to explain why PBL is essential and how to evaluate innovative learning in VET appropriately. Using the literature on professional training and staff development as a guide, the author explains what PBL is and analyses the application of key performance indicators for evaluating the results achieved by innovative training in the Republic of Bulgaria. In particular, the author argues that PBL is an innovative learning method, which should be measured not only by traditional metrics for evaluating VET practices but also by a multidimensional set of indicators that consider digital technologies' crucial and informative role in educational progress. In conclusion, the author compares the indicators used to evaluate the innovative VET practice in the Republic of Bulgaria's key economic sectors - IT and Consultancy.

ABSTRACT. In training future lawyers, in addition to good theoretical training, an important role is played by the formation of such practical skills as legal argumentation and analysis, critical thinking, oral and written advocacy skills, emotional intelligence, the ability to search, communicate effectively, and have basic knowledge of management. All these skills can be developed when carrying out practical cases, which a lawyer may encounter in valuable activities. The project method is one of the pedagogical technologies that combines theoretical material and practice. The project method is based on trust, cooperation, and giving students more independence. After all, it is not the teacher who defines a specific problem, but the students define it based on their vision. The value of this method is that it is wholly focused on the student while it is based on the principle of "learning by doing." Unlike traditional education, this method allows students to solve a specific community problem with minimal guidance from a teacher perceived as a facilitator rather than a provider of knowledge. The project method makes it possible to obtain the following pedagogical results: to actively involve each student in the process of assimilating the educational material; develop practical skills in applying theoretical material; to develop the skills of independent work; to form the ability to work in a team and to communicate successfully: the ability to listen and be heard, to build a dialogue.

ABSTRACT. The study discusses the results of a multiple-case research on a co-taught project-based interdisciplinary workshop that was run for four academic years with the cohorts of students enrolled in the final year of the three-year degree course in education science (first-cycle degree) at the University of XXX (Italy). Co-teaching was organised as a cluster developed across and within two different main courses in the socio-pedagogical curriculum, Intercultural Pedagogy and Instructional Technology, with the aim of activating a challenging learning process in which students working in small groups would be engaged in authentic projects and in the development of a final output which should reify the interdisciplinary objective of the workshop. The discussion on the impact of co-teaching applied to the workshop addressed the students’ learning process in terms of relationships between professors’ scaffolding and strategies and (1) behavioural outcomes (such as teamwork skills and engagement), and (2) cognitive outcomes (interdisciplinary comprehension and approach). The longitudinal analysis highlighted perceived advantages connected to plural methodologies to promote and develop creative processes, communication and collaboration strategies, and an integrated approach to disciplinary core concepts.

ABSTRACT. This paper examines the potential of integrating Scientific Research-Based Learning (SRBL) and Team-Based Learning (TBL) as a combined pedagogical approach to enhance student engagement, critical thinking, and problem-solving in higher education. SRBL places an emphasis on active student involvement in research, allowing learners to create knowledge and apply scientific principles. TBL, meanwhile, is centred on collaboration and peer feedback to solve complex problems. Together, these methods foster a dynamic learning environment that prepares students for real-world challenges by promoting both individual inquiry and teamwork. The study draws on constructivist learning theory to review existing literature and case studies, demonstrating the effectiveness of combining SRBL and TBL across various academic disciplines. SRBL encourages students to investigate, analyse and apply research findings to real-world problems, while TBL enhances interpersonal and leadership skills through structured teamwork. The combined approach facilitates deeper comprehension of complex concepts and enhances the capacity to critically evaluate information and collaborate effectively. The findings demonstrate that the combination of SRBL and TBL leads to enhanced student learning outcomes, including improved critical thinking, research skills and the ability to discern credible information in an age of misinformation. Professors play a crucial role in facilitating this approach, acting as mentors and providing guidance throughout the research and collaboration processes. The integration of SRBL and TBL not only improves academic success but also prepares students for professional environments that require interdisciplinary knowledge and teamwork. Furthermore, the paper presents a case study approach to demonstrate the practical applications of SRBL and TBL. The findings of case studies indicate that inclusive learning approaches facilitate exemplary learning outcomes and enhance the acquisition of comprehensive knowledge and a profound understanding of the subject matter.

ABSTRACT. Service-Learning (SL) is emerging within Spanish universities as a key methodology for opening the institution to society, responding to social demands, and adopting a policy of social responsibility aligned with the Sustainable Development Goals (SDGs). Within this framework, the University of Las Palmas de Gran Canaria (ULPGC) is currently undergoing a process of institutionalising of SL. The primary objective of this study was to conduct an exploratory qualitative investigation using deductive analysis of the SL initiatives developed at the ULPGC that contribute to its institutionalisation. Through this analysis, a critical evaluation of the current situation was sought, identifying its strengths, weaknesses, and areas for improvement. This evaluation facilitated the identification of opportunities and areas for enhancement in the institutional consolidation of SL at the ULPGC.

ABSTRACT. The aim of this essay is to illustrate a research and teaching methodology that can make the creation of a humane legal system feasible. Assuming law is a product of social culture, normative production includes more diverse and varied material than traditional ‘official sources of law’. From this perspective, the intention is to verify the theoretical-applicative impact of the humanities and art on the legal system, through the development of a transdisciplinary working method. Humanities deliver us the image of the human being in the real life of feelings and ideals, and allow the jurist to observe the role of the law in this process of knowing the world. The first acquisition is a ‘new legal anthropology’ and consequently the reconceptualizing of ‘the principles of civil law’. In this perspective, the archetypal methodological value of art emerges and one discovers that the jurist is an artist capable of grasping the unrepeatable intuition of an original solution and of ‘interpreting’ the object of perceptions through new conceptual connections. The humane approach of this method impacts on knowledge theory and even on interpretation theory of law. By using this method for preparing lectures, changes students’ learning processes, as will be demonstrated by examples of lectures on the concepts of ‘will’ and ‘learning’.The widespread use of this method generates a twofold ‘feedback loop’, that involves the relationship research-teaching (first cycle) and teaching-learning (second cycle). At the same time, the legal interpretative process is also evolving.

ABSTRACT. The aim of this contribution is to provide an insightful didactic reflection on a long-running pedagogical experiment (2014-2024) conducted at the University of Paris 8 as a result of the collaboration between the Language Centre and the Theatre Department. Learning foreign languages through the arts, and more specifically through theatre, is an innovative approach that seeks to overcome cognitive barriers while providing learners with interactive, creative and engaging experiences. The course “L'Italien à travers le théâtre” is intended for students’ specialists of other disciplines, of all levels and who have never studied Italian before (A1.1 and A1.2 levels). It is designed with the conviction that, from a pedagogical point of view, the use of techniques specific to the field of theatre such as acting, improvisation, diction and memorisation, are particularly effective cognitive drivers for language learning. In addition, the various uses of rythme, space and mask make learners' performance more enactive and the learning experience more poly-sensory. We will illustrate our presentation with the two shows produced and performed by the students of the course “L'Italien à travers le théâtre”, which were staged at the TiLLiT International Festival of Theatre in a Foreign Language in Vercelli, Italy: Invito al viaggio based on Saint-Exupéry (2023) and La città abbandonata based on Italo Calvino (2024). First, we will describe the course's general set-up, drawing attention to its strengths and weaknesses; then, based on the comparative study of the results obtained in terms of learning the written and spoken language, we will discuss the specific nature of the use of physical theatre, how it works and what its objectives are.

ABSTRACT. In this report, I present an innovative form of teaching in combination with team coaching and mentoring, implemented through the initiative "HR: Rush for Practice", where theory meets practice and knowledge is applied in the real HR function of selection and assessment through a digital game model Pleggi, based on psychometric tests. I present original practices applied at New Bulgarian University for the period from 2022 to 2024. I explore the role of voluntary cooperation between education, science and enterprises in Bulgaria for the creation of new methods for learning and assessment of the students' achievements. Academic educators went beyond their traditional role as a teacher and applied a coaching approach in a virtual learning environment. A survey form has been developed to the student. The issues addressed: the targets areas for improvement that the coaching was supposed to address, the extent to which the coaching was perceived to have accomplished its objectives, any subsequent impacts of the students' improvements on their ability to achieve their performance objectives. By harnessing the power of technology, we aim to create an interactive and engaging learning environment that accelerates learning and fosters authentic communicative experiences among learners. The questions raised for future research can be addressed through continuous collaboration with international and global partners, through the exchange of best practices and knowledge sharing.

ABSTRACT. Higher education institutions are adapting to evolving educational needs by emphasizing student-centered approaches, fostering respect, addressing diverse student requirements, and promoting flexible learning environments. This paper examines the implementation of innovative pedagogical methods within higher education, emphasizing active and collaborative learning strategies and the Bring Your Own Device approach. BYOD allows students to use their own mobile devices during lectures, turning traditional classroom settings into more interactive and engaging environments. The results of our action-research demonstrate that integrating mobile devices into the learning process boosts engagement and interaction, highlighting the need to move beyond traditional lecture formats towards more dynamic and thriving educational experiences. Our findings suggest that when used within the proper pedagogical framework and learning experience design, BYOD can transform learning, making it more responsive to the digital age and engaging for today's students. By redefining the role of physical attendance and embracing innovative methods, university pedagogy can better support the cultivation of an open, inclusive, and continuously evolving knowledge society.

ABSTRACT. This research investigates the potential synergy between human and AI collaboration in university classrooms. The study explores the extent to which AI, particularly ChatGPT, enhances or hinders student learning. Employing an action research methodology [1,2] the study follows a systematic and reflective process designed to improve teaching strategies. The theoretical framework is grounded in the revised Bloom’s taxonomy [3] providing a structured approach to cognitive skills development. The intervention involved four cohorts from a BA program in Management and Leadership, At SWPS University, Poland, where students participated in classroom activities with ChatGPT. Data collection included both qualitative classroom observations and quantitative surveys from 104 students, comprising 61 Polish and 43 English speakers. Survey findings reveal that while 62% of students acknowledged ChatGPT’s ability to provide useful insights, only 38% felt it positively impacted classroom discussions. Only a minority (27%) supported its regular use. The classroom observations allowed to compare Human-assisted and AI-assisted learning process, identifying potential risks to cognitive development. The paper proposes a new theoretical model, HAALO (Human-assisted and AI-assisted Learning Output), in which AI augments rather than replaces human intellectual engagement. The findings suggest that educators must carefully balance pedagogical frameworks with technological advancements to optimize the human-AI learning process.

ABSTRACT. Assessment should be seen as a strategic process through which university students can actively improve their learning, rather than a standardized practice through which teachers merely verify and measure the knowledge that students have learned at the end of a course. Given the need to rethink and innovate assessment methods, especially at university level, in the academic years 2022-23 and 2023-34, we experimented with a new form of assessment in a first-year course of Master's Degree in Primary Education at the University of Macerata. We designed an embedded assessment to support students' learning as they progressed through the course and to encourage reflective thinking and awareness of their learning processes. Data analysis on student participation seemed to confirm the effectiveness of these innovative ways of thinking about didactics and assessment. Indeed, the majority of the students took and passed the final exam in the first session. The design of the course structure and assessment proved to be valuable. The regular use of reflection forms, filled in by the students at the end of each lecture allowed them to review what had been covered and to request follow-up or clarifications. The alternation between modules and midterm tests encouraged regular and gradual study, dialogue feedback, and constant reflection on one's own learning path leading to a greater self-confidence. The many opportunities for discussion and reflection in plenary and in small groups enabled the students to develop and train their professional vision.

ABSTRACT. Paper describes a trial run of an innovative teaching methodology, Agile Team-Based Learning (ATBL), during a developmental psychology course, offered to Bachelor level students. ATBL includes three essential components: collaborative learning, feedback with multiple sources of data, as well as structured scaffolding of metacognition and self-regulation, using the agile methods. ATBL course was divided into large (LTM) and small team meetings (STM), where LTMs were organized in line with a flipped classroom and team-based learning. STMs were devoted to semester-long projects, realized in teams of 5-8 students. The Lecturer introduced students to design thinking principles and basics of agile methodology, including the Kanban Board and basic team management software. Students designed useful prototypes of products, grounded in knowledge from developmental psychology. These included: YouTube videos, Spotify podcasts, interactive games, social media accounts, as well as physical objects. The products were designed to aid specific needs of a population or inform the public about a psychological phenomenon. Creativity, risk-taking, effort, and learning from mistakes were the criteria for project evaluation. Formal recognition of student’s work was done privately, but the products were publicly displayed. After each project, students completed documentation, available at Developmental Psychology 2023: Project Showcase (notion.site) and this involved metacognitive reflection. ATBL course can be successfully realized by a single lecturer, and its outcomes correspond with popular and costly “hackathon” projects involving multiple business consultants. Importantly, students not only plan a real-life project, but realize it, getting feedback on each iteration.

ABSTRACT. Management of economic and public activities in the 21st century is to be based on paradigms, methods and approaches in collaboration with the goals and tools of Industry 4.0. and Industry 5.0. In 2011, New Bulgarian University (NBU) established the first Educational Training Enterprise (ETE) practical and research unit within the framework of higher education in management and entrepreneurship in the Republic of Bulgaria. In its essence, ETE is project-based training and an innovative interdisciplinary form of teaching in the field of higher education in the Republic of Bulgaria. The main goal of the innovative form of teaching is to build a close link between the entrepreneurship and management scientific theories and the practical aspects and possible applications in a virtual environment that simulates optimally and appropriately the real business environment on a national and international scale. A research methodology has been developed and applied, including fundamental and applied methods, incorporating the following: Fundamental methods: Conceptual approach, Descriptive research design, Case study, Causal research design, Diagnostic research design, Sequential research design, Field research design, Systematic review, Survey. Applied methods: Technological, Scientific: Action Research, Causal research, Classification research, Comparative research, Cross-sectional research, Deductive research, Exploratory research, Flexible research, Inductive research, Mixed research, Policy research, Qualitative research. On the basis of the results obtained from the study of the principle of the Deming Cycle, annual changes have been carried out to the academic programmes and an update of the content of the lecture courses.

ABSTRACT. Abstract This article examines the transformative potential of merging Universal Design principles with Project-Based Learning within the graphic design curriculum at SWPS University. The purpose of this work is to explore how these methodologies can foster inclusivity, creativity, and collaboration among students. The hypothesis posits that integrating these approaches not only enhances educational outcomes but also prepares students for real-world challenges. The research employs a qualitative methodology, focusing on case studies from the curriculum. Students engaged in hands-on projects, including urban space redesign and the creation of personalized health management tools. Through rigorous user research and iterative design processes, students gathered insights from diverse communities to inform their projects. The case studies illustrate significant positive impacts on both student learning and community engagement. Students reported increased empathy and critical thinking skills, with 90 percent feeling better equipped to address inclusive design challenges in their careers. Projects resulted in tangible solutions that enhance accessibility and usability in real-world contexts. The findings underscore the importance of incorporating Universal Design into higher education to cultivate socially conscious designers. By prioritizing inclusivity and accessibility, we can envision a future where every individual, regardless of ability, can thrive. The intersection of Project-Based Learning and Universal Design not only reshapes educational landscapes but also equips the next generation with essential tools for impactful and inclusive design.

ABSTRACT. Oral presentation skills are among the main building blocks of communicative competence as defined in the Common European Framework of Reference for Languages, as well as one of the key 21st century skills, which are crucial for success in higher education and the workplace. We often assume university students do not need any special instruction or explanation about effective presentations in academic contexts, believing good mastery of (foreign) language is enough in itself to guarantee success in presentation delivery. Students themselves are usually unaware of this deficiency in their academic skills kit until they face the disappointment of failing to present their academic work successfully. The present paper shares the author’s experience of improving students’ oral presentation skills by implementing an ecosystem approach to the educational process which nurtures the development of reflection-on-action learner strategies and learner agency, thus providing opportunities for the students not only to become more realistic and objective in their self-assessment and regulate their own cognitive growth, but also to contribute to the learning of their colleagues in a spirit of cooperative interaction. Giving students access to the teachers’ standards and criteria for assessing presentation skills and scaffolding their conscious efforts to improve their communicative performance through experience and constructive feedback helps students to maximize their potential and empowers them to adapt to the new requirements and flourish in the academic context. There was ample quantitative and qualitative evidence from our case study that students’ academic oral presentation skills significantly improved and they were more motivated and invested in their learning.

ABSTRACT. One of the focuses of the research in linguistics and translation studies is discourse markers ensuring the relations between clauses and sentences in the text. The contrastive analysis of multiword discourse markers in English and other languages provides data at the pragmatic level to translators from English into native languages. Awareness of the features and use of discourse markers gives deeper insight into translation. Multiword expressions are important in language generation and processing, contribute to discourse organization, and often function as discourse markers. In the present research, we combine the alignment model of the phrase-based statistical machine translation and manual processing of the data to examine English multiword discourse markers and their translations in Lithuanian and Hebrew. Our research proves that the examined multiword discourse markers have a tendency to remain multiword lexemes in Hebrew translation, but they are one-word discourse markers in Lithuanian. Also, there is a possible context-based influence guiding the translation to choose a particle or connective integration in Lithuanian or Hebrew translated discourse markers, which envisions future research focusing on the context-based influence. Also, the creation of multilingual resources and making these resources available is necessary for research in multiple languages. The current research has created an extensive multilingual parallel data resource focused on multiword expressions as discourse markers.

ABSTRACT. In this paper we summarize the results from the work of university students in French and English language on a competition designed for high-school students, at New Bulgarian University, in Sofia, Bulgaria. The project involved students and teachers alike and had diverse impacts on students. First, it required them to practice their translation skills from and to their three main languages (Bulgarian – mother tongue; English and French). Second, they were able to create links with next-generation students, coming from high-schools and thus to increase the internal cohesion in their community. Third, they acquired much greater independence in working with their foreign languages than they did until then. Finally, they conceptualized better the world of work that is awaiting them. The three tasks that they designed for the competition witness this. The study can be broadened to include more languages, larger groups of university students and a larger variety of tasks.

ABSTRACT. This study evaluates the impact of collaborative learning on student engagement and academic performance. By comparing a control group using traditional lectures with an experimental group engaged in collaborative activities, the research found a 15% improvement in problem solving skills and a 20% increase in knowledge retention among the experimental group. Qualitative feedback further indicated higher levels of student engagement and satisfaction. The findings suggest that incorporating collaborative learning methods can enhance educational outcomes and motivate students, highlighting the value of integrating such practices into the curriculum.

ABSTRACT. Cross-sectoral and inter-organizational cooperation is one of the key strategies enabling the development of the social innovation ecosystem. We see that learning through intersectoral collaboration is very imp[ortant and we design three models for designing education. Based on the conducted research, we suggest to present the intersectoral collaboration through the models that explain the process of collaborating, the befits of it and methods if engaging participants. The first model describes the categories of stakeholder engaged in the collaboration. We see that quadralup helisa’s model categories can be adapted to the needs of social entrepreneurship education. These are Practitionairs (start-ups and business), NGOs and Incubators, Public administration, Academic experts and Civil society (e.g. beneficiaries).

ABSTRACT. Tertiary education students face a world of local and global challenges, marked by constant transformations that are essential for their personal and professional growth. In response, universities must continuously revise and update their strategic plans to outline specific goals and encourage educational experiences that are interactive, personalised and student-centred. Such environments prioritise student agency, allowing learners to actively shape their educational journeys. This paper, emerging from the workshop for the Academic Innovation Manual (AIM) of the European Reform University Alliance (ERUA), provides a contemporary analysis of innovative active methodologies identified across the eight universities of the Alliance. A particular focus is placed on collaborative and cooperative learning approaches, which have been implemented across a range of disciplines. These methodologies, applied in onsite, online, and hybrid learning formats, demonstrate how multidisciplinary teamwork, peer collaboration, and engagement with external partners foster deep learning and professional readiness. Through case studies in the specific fields of Architecture and Engineering, and Arts, and Humanities at ULPGC - one of the universities in the ERUA Alliance- this paper contributes to ongoing dialogues about enhancing higher education practices, aligning them with global challenges, and preparing students to thrive in a rapidly evolving, intercultural, multilingual, and interconnected world.

ABSTRACT. This paper discusses the architecture of a novel digital system designed to support TransDisciplinary (TD) research by fostering collaborative learning and knowledge integration across disciplines. The system integrates three primary components: an ontology, an AI component, and a user interface. The ontology provides a structured framework for organizing and connecting concepts from diverse fields, facilitating the development of TD definitions. The AI component, based on Large Language Models (LLMs), interprets users’ natural language queries, retrieves relevant concepts, and highlights TD relationships. The user interface enables researchers to explore these connections, promoting deeper understanding and collaborative knowledge building. By automating the generation of ontologies and supporting natural language interactions, this system addresses challenges in TD research, such as fragmentation and inefficient communication. It also enhances legal interpretative skills by integrating insights from multiple disciplines, contributing to a more inclusive and human-centered legal system. This paper outlines the system’s architecture, discusses its components, and highlights future research directions.

ABSTRACT. This paper explores the concept of collaborative learning in higher education, focusing on student-to-student writing consultations as a model for academic support. Collaborative learning, a process where individuals contribute their expertise and work together to achieve shared learning outcomes, has proven to be highly effective for knowledge acquisition, particularly in writing. The peer tutoring model, as introduced by Bruffee, highlights the importance of social interaction in learning environments, emphasizing that students often learn best from one another. Through writing consultations, both the consultant and the writer benefit from this collaborative process, developing skills such as critical reflection, academic writing proficiency, and active listening. This approach fosters a deeper understanding of academic content and promotes the development of problem-solving abilities and emotional and motivational aspects of learning. In this paper the writing consultation from students for students will be introduce to give other Universities the opportunity to think about implementing peer writing consultation as one model for collaborative learning. Ultimately, this paper advocates for the creation of more collaborative learning environments in higher education, suggesting that institutional support, resources, and recognition of these formats are essential for their success.

ABSTRACT. In a dynamic and fast-evolving higher education environment, innovative and adaptive approaches to competency development are essential to prepare students for the future job market and lifelong learning. This paper presents the Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM) course as a model for fostering metaliteracy through intercultural and collaborative learning. Metaliteracy equips students with critical thinking, collaboration, and metacognitive skills, preparing them to navigate complex digital environments. Similarly, collaborative learning promotes teamwork, problem-solving, and active engagement. The paper explores how the IPILM course develops metaliteracy competencies by integrating intercultural communication and collaborative learning strategies. Methodologically, the paper employs an illustrative case study approach to examine how students from six institutions across different cultural and academic contexts engage in metaliteracy development. The GLAID framework is applied to assess critical components of collaborative learning, such as interaction, task complexity, and peer-to-peer feedback. The results highlight that the IPILM course successfully fosters metaliteracy and intercultural competence. However, managing diverse academic calendars and technological disparities posed logistical challenges. Continuous design improvements by instructors and cultural sensitivity and inclusivity contributed to the course’s overall success. The theoretical implications emphasise the importance of integrating metaliteracy with collaborative learning in global contexts, while the practical implications suggest institutions should design adaptable, technology-supported learning environments to prepare students for the complexities of the globalised digital world.

ABSTRACT. This paper explores the use of Escape Room pedagogy to teach design thinking in creative education. It identifies six common characteristics and argues that Escape Rooms can provide an engaging, immersive, and authentic learning experience that fosters problem-solving, collaboration, and critical thinking skills. Building or playing in Escape Rooms can help students bridge the theory-practice gap, understand the complexity of design problems, and develop relevant skills. Further research is needed to test the similarity hypothesis between design thinking, educational Escape Rooms, and learning design frameworks.

ABSTRACT. This paper explores how an extracurricular activity can introduce non-specialist students to key concepts and knowledge in literary theory and history. The Goncourt Bulgaria project is an initiative organised by the French Institute in Bulgaria on the model of the literary prize awarded annually by the Académie Goncourt. The text presents the history and peculiarities of the project, as well as the challenges and advantages of the activities it involves. The proposed innovative pedagogical approach related to the project consists in introducing students to concepts and representatives of literary theory and history, which does not precede but follows the work with the text and its interpretation. Such a reversal of the traditional framework contributes significantly to the motivation and willingness of students to deepen their knowledge. Literary studies might appear as an additional enriching element of the perception and understanding of the literary text, rather than a set of facts and chronology that need to be memorised and reproduced without a clear purpose. In addition to enriching general cultural knowledge and deepening understanding of literary studies, such an approach also has, among other benefits, the effect of encouraging reading, as well as fostering critical thinking and teamwork skills.

ABSTRACT. The article presents a study of the application of Design Thinking (DTh) methodology in the disciplines teaching students in transport specialties. The implementation of the DTh methodology in the educational process contributes to the improvement of education effectiveness, the development of critical thinking, and practical skills, and the improvement of the general preparedness of students for future professional activities. The article also examines the specific features of the disciplines related to transportation and analyses the results of integrating DTh in the educational process.

ABSTRACT. This work suggests a dynamic connection between physical movement and legal thought, which can capture the attention of law students, particularly in procedural law subjects. The objective is to awaken their interest in this field traditionally noticed austere and boring, demonstrating that, with innovative approaches, learning is improved in an active way. One way for university teaching of Law can be to relate it to the Art. Classical dance is a type of Art whose features can be appreciate as stranger as the ins and outs of the procedure. My proposal is a method based on gamification and storytelling that invites to explore how dance, with its precision and discipline, can influence the training of future lawyers whose profession also requires these two elements. The core idea is using, as a didactic resource for teaching the process in law, classical dance where reality is understood through the movement of the body, the music, the expression and codification of its steps, the interaction with audience during a representation, its cultural contribution and the entertainment.

ABSTRACT. The article presents and examines the concepts of "diversity" and "type variety", and formulates of the type-variety principle, which is considered by the authors as one of the important principles of system analysis. Diversity, innovation and methodology of the type-variety principle, mechanisms for the formation of mathematical models and methods for the formation of type variety structures and decisions made by teams of heterogeneous experts are demonstrated on the list of the authors' works related to scientific research and modern topical issues of increasing the efficiency of educational processes, which are based on the systems approach and its known principles. The issues of the relationship between diversity, type-variety and innovation, their use in teaching and learning methods, the formation of various levels of hierarchically interconnected educational programs and their modules, targeted scientific research for the formation and solution of current scientific and applied problems are discussed.

ABSTRACT. In this paper I define and discuss a type of learning activity for Disability Studies where the student is invited to experiment aspects of disability in the flesh. Disability simulation activities consist of punctual participation in specific social environments as a disabled person, or in ways which allow to experience disability and reflect about it. Disability simulation activities are valued as a powerful didactic resource. Yet, their validity as a way of understanding the realities of disability is questionable, as they involve the student in impersonating somebody they will never really be, in a situation they will never really confront. I will start with a brief discussion of the experientialist tradition of thought and practice as a general framework. I will then introduce ‘disability simulation activities’ as a resource for the teaching of disability. I will further propose and discuss some peculiar variations of disability simulation I have been developing in my teaching. The empirical contribution of this paper consists of a qualitative analysis of a sample of student reports of disability simulations of various kinds, where I describe how the reports describe accommodations, reactions from other persons during the simulation and general takeaways from the experience. This analysis will lead to some reflections on the didactic value of disability simulations, and more generally on the application of simulation to the critical analysis of issues affecting excluded and stigmatised collectives.