Full Article: PDF
Scientific Object Identifier: http://s-o-i.org/1.1/TAS-09-161-7
DOI: https://dx.doi.org/10.15863/TAS.2026.09.161.7
Language: English
Citation: Alinder-Ismailova, E.O. (2026). Dynamics and specifics of intercultural pedagogical interaction in the Bulgarian educational context: institutional transformations, empirical findings, and contemporary discourse. ISJ Theoretical & Applied Science, 09 (161), 42-48. Soi: https://s-o-i.org/1.1/TAS-09-161-7 Doi: https://dx.doi.org/10.15863/TAS.2026.09.161.7 |
Pages: 42-48
Published: 30.09.2026
Abstract: This article analyzes the conceptual, institutional, empirical, and applied dimensions of intercultural interaction within the Bulgarian educational system against the backdrop of contemporary socio-cultural, academic, and demographic transformations. It investigates the dichotomy between European policies on internationalization, broader globalization processes, and the traditional multi-ethnic structure of Bulgarian society (comprising Bulgarians, Turks, Roma, as well as newly emerging migrant and refugee communities). Special emphasis is placed on the Shumen Region in Northeastern Bulgaria - a historically and socio-culturally distinct area serving as a representative "living laboratory" for inter-ethnic interactions and pedagogical practices. The study highlights the paradigm shift from traditional monocultural and assimilationist frameworks toward a culturally responsive and inclusive pedagogical model embedded in Bulgarian educational legislation. Furthermore, it examines the subject position of the Bulgarian educator as an intercultural mediator, the institutional resilience of school and university environments, and the psycho-pedagogical mechanisms (interactive technologies, constructivist design, culturally responsive teaching) required to deconstruct intergroup tensions. An empirical section presents research data on the level of intercultural competence and attitudes among teachers from two secondary schools in the city of Shumen (n1 = 15) and university students enrolled in Bachelor's and Master's degree programs in Early Childhood Education and Primary School Education (n2 = 55).
Key words: intercultural pedagogy, Bulgarian educational system, inclusive education, Shumen region, multi-ethnic environment, intercultural competence, empirical research, culturally responsive pedagogy, constructivism, institutional transformativity.
|
