Uchronia in schools: national perspectives and practices in Bulgaria.

Bulgaria

41st school “St. Patriarch Evtimii”

Antonina Hadzhova

04.2026

Education in Bulgaria is guided and overseen by Bulgarian Ministry of Education and Science. Compulsory education includes three years of pre-primary education, primary education, and secondary education.[1][2] The schools start by age of seven and end at the age of 18. Compulsory education at state schools is free of charge. State and private higher education schools, colleges and universities charge fees, although they offer students scholarships.

The school educational system consists of two levels:

1. Pre-school education. It is provided by kindergartens but may also be provided by schools that can provide the conditions for it. Pre-primary education (PE) is compulsory from the school year beginning in the year in which the child reaches the age of four. The aim of pre-primary education is to provide education, socialization, training and care for children until they enter Grade 1. The school year lasts 12 months. Preschool education is provided on a full-day, half-day, hourly or individual organization.
2. School education

School education in Bulgaria starts at the age of 7. At the parents’/guardians’ decision, 6-year-olds may enter school if their physical and mental development allows this. School education according to the level is primary and secondary, and according to the content of preparation is general and vocational. Schools are primary, elementary, unified school, high school, specialized school, secondary school, special school.

The basic stage of education is divided into the primary stage (grades 1-4) and the lower secondary stage (grades 5-7). Secondary education is divided into the first secondary stage (grades 8-10) and the second secondary stage (grades 11-12). General upper secondary education is conducted in comprehensive schools (3 and 4 years of education) and in specialised schools (4 and 5 years of education).

Pupils are admitted to specialised or vocational schools after passing entrance examinations after grade VII or VIII in Bulgarian language and literature, Mathematics, humanities, etc. No restrictions based on race, nationality, gender, ethnic and social origin, religion and social status are allowed.

The state educational standard for general education defines a set of requirements for learning outcomes in each general education subject at the end of each stage of the respective level of education and specifies:

• the objectives, content and characteristics of general education;
• the general education subjects;
• the requirements for the learning outcomes of each general education subject for the acquisition of general education.

General education in school education is the same for every type of school and is acquired by studying the same general education subjects.

1. Social and emotional skills

• Low engagement and high anxiety: International research (such as ISEU 2023) shows that Bulgarian students often experience high levels of anxiety, especially in elite high schools, due to high academic pressure. At the same time, overall engagement in the learning process remains lower than the European average.
• Weak school-family ties: In 2025, there was a decline in parental engagement—only 26% of principals reported active parental involvement in education. Bulgarian students are among those who least often share their experiences at school with their parents.
• Violence and bullying: Incidents of violence and bullying in schools remain relatively high, requiring new conflict mediation and emotional support programs.

2. Inclusive education

• Shortage of specialists:

A major problem is the lack of sufficient resource teachers, psychologists, speech therapists and teaching assistants, which hinders real support for students with special educational needs (SEN).

• Segregation and isolation: In large cities, “segregated schools” continue to exist, and in small settlements, “secondary segregation” concentrates vulnerable groups (especially of Roma origin) in separate institutions.
• “Inclusion on paper”: Despite the ambitious legal framework, children with SEN are often taught with a drastically reduced number of hours (sometimes below 50%), which in practice limits their access to quality education.

3. Critical thinking

• Theoretical orientation: Bulgarian schools still focus on learning facts and reproducing theory instead of developing analytical and creative skills.
• Lack of practical skills: According to reports by the OECD and the European Commission, there is a large gap between the knowledge acquired in school and the requirements of the labor market, where critical thinking and emotional intelligence are key.
• Centralization: Curricula remain highly centralized and overloaded, which leaves teachers little room for innovative methods that develop thinking.

Education reforms in Bulgaria are currently focused on modernization, digitalization, and the transition to competency-based learning within the Strategic Framework for the Development of Education, Training and Learning (2021–2030). This is the flagship document aimed at improving the quality and inclusiveness of the system. Its main objectives include early childhood development, promoting competences and talents, supporting innovative teachers and lifelong learning. In 2025, the Ministry of Education and Science (MES) launched the unified Digital Backpack platform, which provides electronic diaries, homework assignments, and a rich archive of 3D models and animations for teachers, students, and parents.

Curriculum reform: A comprehensive update of curricula is planned to make them more practically oriented and less burdened with factual information. The emphasis is on socio-emotional skills, critical thinking and interdisciplinarity. Support for inclusive education: New regulations allow the provision of specialized software for children with dyslexia and other learning difficulties.

Support for inclusive education: New regulations allow the provision of specialized software for children with dyslexia and other learning difficulties.

School management reform: New rules for competitions for principals are being introduced, based on professional qualities and transparency.

In the Bulgarian educational context, social skills are primarily defined through the lens of social pedagogy and social competence. They are understood as the individual’s ability to interact successfully with others, participate actively in public life, and navigate complex interpersonal relationships within a democratic society. Bulgarian educational theory measures the acquisition of social skills through four key dimensions:

• Communication & Mutual Assistance: The ability to exchange information meaningfully and provide support to others.
• Conflict Prevention & Resolution: Skills focused on identifying and mitigating interpersonal tensions before they escalate.
• Social Attitudes: The formation of a sense of solidarity and personal responsibility toward oneself and the wider community.
• Social Capacity: The acquisition of specific social roles (e.g., civic, professional, or parental) and the qualities necessary to fulfill them

The main aspects of addressing social skills include:

1. Legislative and educational framework.

Preschool and School Education Act (PSEA): Adopted in 2016, it emphasizes a competency-based approach. The 2025 amendments explicitly emphasize the development of socio-emotional skills as a priority in the curriculum

2. Specialized support for personal development. Bulgarian schools have specialized teams that directly address social integration and adaptation.
3. Prevention and Social-Emotional Learning (SEL) Programs.

Schools often implement good practices through partnerships with non-governmental organizations: “Steps Together to a School Without Violence”: A joint program of UNICEF and the Ministry of Education that develops emotional intelligence and peaceful conflict resolution.

Positive education: Pilot projects (one of them in Varna) introduce methodologies for developing character strengths, empathy and well-being.

4. Extracurricular activities and sports.

Participation in clubs and sports activities is recognized as an important factor in developing assertiveness, confidence and the ability to cooperate. According to OECD research, students in Bulgaria who participate in such activities show higher social confidence

Despite ongoing modernization reforms, the Bulgarian education system faces significant gaps in terms of developing social skills and socio-emotional learning.Some of them are:

• Lack of practical focus: Curricula are often perceived as overly theoretical and content-oriented, leading to a disconnect between the material studied and the skills needed for real life.
• Increasing violence and bullying: Reports indicate an increase in almost all types of violence in schools, including physical bullying and cyberbullying.
• Low parental involvement: Bulgarian students report some of the lowest levels of parental support and interest in their daily lives in the EU. Only 26% of principals report active parental involvement in the learning process
• Socio-economic inequality: The school system in Bulgaria often deepens social inequalities rather than overcoming them. Students from vulnerable groups (especially in rural areas and minorities) are at higher risk of isolation and lack of access to quality social competence development
• Lack of specialists: An urgent need has been identified for more school psychologists, pedagogical counselors, and mediators to support the emotional and behavioral development of children outside of standard classes

Existing uses of storytelling, narrative learning or alternative history in education:

In Bulgarian education, storytelling and narrative learning are used primarily as innovative methods for foreign language learning and civic education, while alternative history is present more as an extracurricular or academic tool for developing critical thinking. It’s used in Foreign Language Learning (EFL): Teachers in Bulgaria use Bulgarian folktales in their English classes. This approach helps students connect new language structures with their familiar cultural context, which improves retention and motivation. They are used also for education of children at risk. Or there are narrative approaches in history used: In official history education in Bulgaria, the focus has traditionally been on facts and dates, but there have been attempts to shift to more engaging methods:

Narrative 4 Program: Since 2023, the international Narrative 4 methodology has been implemented in Bulgaria, which connects over 1,700 young people through “story sharing”. The goal is to develop empathy and emotional intelligence through sharing personal experiences

Organizations such as Together in Class develop specialized methodologies for teaching Bulgarian as a second language to bilinguals (children from the Roma community or refugees), using narrative tools for easier social integration

BE-SELF Project: Focuses on integrating social-emotional skills into the classroom through teacher training and digital resources. The goal is to develop empathy, self-regulation, and positive relationships.

Uchronia (or alternative history) in the Bulgarian context has significant educational potential, as it allows students and researchers to rethink key “traumatic” moments of national history through the method of thought experiment. Educational Applications of Uchronia:

Critical Thinking and Historical Causality: Using Uchronia in the classroom helps students understand that history is not a series of inevitable events, but the result of specific decisions and coincidences. Exploring scenarios such as “What would have happened if Bulgaria had not lost the Allied War?” or “What would have happened if September 9, 1944 had not occurred?” stimulates the analysis of cause-and-effect relationships.

Overcoming national traumas: Bulgarian history is rich in events perceived as “national catastrophes” (e.g. the Treaties of Neuilly and Berlin). The uchronical narrative allows these traumas to be deconstructed by exploring missed opportunities and alternative paths for development, which reduces the fatalistic sense of historical doom.

Literary and Cultural Analysis: In Bulgarian literature, uchronia is seen as a genre that stands between “alternative history” and “temporal utopia.” Authors such as Nikolay Genov explore the potential of this genre for rethinking the past in the context of an “exhausted future.”

In academic literature, the term “uchronia” (alternative history) in the context of education in Bulgaria is most often mentioned as a critical or theoretical tool. n the Bulgarian academic space, the term is found primarily in theoretical discussions about social pedagogy and the history of education. Historically, some Bulgarian educators (such as T. Malinov) criticize certain pedagogical systems as “social-pedagogical ugliness” that lack a scientific and inductive element for real application. And in alternative educational scenarios: Uchronia is seen as a way to make sense of “unsuccessful” reforms or as part of literary and philosophical analysis in the humanities. But this social-emotional learning (SEL) is a central topic in contemporary reports and research on Bulgaria.

– National and international references:

Key reports and statistics:

OECD report (2025/2026): Indicates that around 50% of 15-year-olds in Bulgaria lack the basic skills to fully participate in society. The report recommends strengthening socio-emotional skills training to improve school climate and reduce bullying.

Education and Training Monitor 2025: Reports progress in participation in pre-primary education, which is critical for the early development of social skills, but notes regional disparities and the need for better quality of education

Tourism Studies: Academic research shows that social skills (ethical behavior, intercultural understanding, creativity) will be among the most sought-after competencies on the Bulgarian labor market by 2030.

Social skills education acts as a vital bridge in addressing inclusion and diversity by equipping students with the tools to navigate a heterogeneous world with empathy, cultural competence, and respect. It addresses these areas through several key mechanisms:

1. Fostering Empathy and Respect for Differences-Social-Emotional Learning (SEL) programs teach students to appreciate diverse perspectives and backgrounds, which is a cornerstone of an inclusive school culture.

• Empathy Development: Students in inclusive settings are 7% more likely to demonstrate empathy toward their peers.
• Breaking Stereotypes: Interactive lessons and role-playing help students confront their own biases and challenge harmful stereotypes from an early age
• Cultural Awareness: Activities like “Cultural Show-and-Tell” or “Identity Mapping” encourage students to share their heritage, making diversity a celebrated asset rather than a barrier.

2. Promoting Equitable Participation

• Inclusive social skills education ensures that all students—regardless of ability, race, or background—have the confidence and skills to engage fully in the classroom
• Collaborative Learning: Group activities like “Buddy Systems” or rotating “Collaborative Roles” (e.g., scribe, timekeeper) prevent any single student from dominating and ensure every voice is heard.
• Communication Skills: Education focuses on both verbal and non-verbal communication, which is especially critical for integrating children with special needs or those from different linguistic backgrounds.
• Safe Spaces: Educators use “inclusive icebreakers” and anonymous digital tools to allow shy or marginalized students to participate without fear of judgment.

3. Reducing Conflict and Exclusion

By teaching specific social competencies, educators proactively address behaviors that lead to marginalization.

• Conflict Resolution: Students learn how to manage emotions and resolve disagreements constructively, reducing instances of bullying and social isolation.
• Social Awareness: Training students to recognize the needs and feelings of others helps build a supportive community that actively resists exclusionary practices.
• Assertiveness: Social skills education empowers students to set boundaries and say “no” to interactions they find inappropriate, which is a key tool for self-advocacy.

4. Systemic Implementation Strategies

For social skills education to effectively address diversity and inclusion, it requires a multifaceted approach from the entire school system:

• Culturally Responsive Teaching: Teachers adapt their instructional materials to reflect the diverse identities of their students, ensuring everyone sees themselves in the curriculum.
• Universal Design for Learning (UDL): Lessons are designed with flexibility from the start to accommodate various learning styles and needs without “singling out” students who need extra support.
• Professional Development: Ongoing training for educators is essential to help them recognize their own implicit biases and develop inclusive mindsets.

Narrative approaches are critical for disadvantaged students as they provide a platform for empowerment, identity building, and academic development that are often lacking in traditional educational models. These approaches allow learners to “rewrite” their stories, moving from deficit-oriented perceptions (stigma, failure) to narratives focused on their strengths and achievements. The use of storytelling and dramatization (story-acting) significantly improves oral language, reading, and writing skills in children from low-income families and such with low cultural or educational level. Narrative research in the context of free mentoring shows that the opportunity for students to share their experiences increases their resilience, self-esteem, and autonomy. Through “Narrative Portraits,” students with learning difficulties or from minority groups can express joy and humanity, challenging societal perceptions of “deficit.” For these students, the teacher often becomes a “narrative mediator” or mentor who helps translate complex institutional requirements into understandable and safe personal trajectories.

Opportunities (Realizing Potential):

• Development of Critical Thinking: Through the question “What would happen if…?”, students are stimulated to analyze cause-and-effect relationships and to understand that history is not a series of inevitable events, but the result of specific choices and coincidences.
• Increasing engagement: Using literary works or films (such as “The Man in the High Castle”) makes history lessons more dynamic and closer to students’ modern media consumption
• Empathy and Ethical Analysis: Uchronia allows students to put themselves in the shoes of people in radically different social and political realities, exploring issues of national and personal identity.
• Interdisciplinarity: The method easily connects history with literature, philosophy, and civics, promoting a holistic understanding of the humanities.

Risks (Challenges and Limitations):

• Confusing fact and fiction: The main risk is that students, especially younger ones, will accept fictional scenarios as historical truth if the boundary between reality and fiction is not clearly defined.
• Relativism: Excessive focus on “possible worlds” can lead to underestimating the importance of actual historical evidence and documents.
• Difficulty of teaching: The method requires teachers to have extremely in-depth knowledge in order to be able to guide the discussion without it devolving into baseless speculation.- Recommendations for the pedagogical framework: