"Scientific research" Almanac

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  THE EUROPEAN “FARM TO FORK” STRATEGY AND THE SUSTAINABLE DEVELOPMENT OF AGRICULTURE IN OUR COUNTRY

  As a result of the research, the following contribution is made: an assessment of the achievements of the European “Farm to Fork” Strategy in the EU in general and in our country in particular. The integral goal is to outline the essence and specifics of this European strategy. The following tasks are set: tracing the theoretical foundation of ... As a result of the research, the following contribution is made: an assessment of the achievements of the European “Farm to Fork” Strategy in the EU in general and in our country in particular. The integral goal is to outline the essence and specifics of this European strategy. The following tasks are set: tracing the theoretical foundation of food security; revealing the prerequisites for the implementation of the strategy; establishing the basic requirements and expectations for the sustainability of the agricultural economy in the creation of food chains; revealing the relationship between the effective functioning of agriculture and its technological renovation, aiming for environmentally friendly production and consumption. The thesis being developed asserts that there are prerequisites, interested parties, and a mechanism for implementing the European strategy in both the EU and our country. Its successful realisation requires maintaining a balance of interests in the food chains. The achieved results: justify the need for a strategy against climate change with the aim of generating sustainable growth in agriculture; reveal the prerequisites for achieving the sustainable EU goals, including those of the strategy – an integral part of the Common Agricultural Policy (CAP); outline the framework of the strategy that aims to restructure agricultural production based on eco-innovative technologies, with which the EU member states can achieve success, but at the same time it is established that Bulgaria lags behind in the implementation of this process; prove why food security in our country must be elevated to the status of a national priority.

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  EDUCATION IN ECONOMICS FOR STUDENTS OF THREE GENERATIONS – ATTITUDES OF LEARNERS AND TEACHERS

  Education is a process of acquiring knowledge, new skills and abilities and it is considered a lifelong activity. Exploring the learning styles of different generations is crucial, considering their unique characteristics and expectations, as their lives are inextricably linked to technology. The relevance of the topic is dictated by the ... Education is a process of acquiring knowledge, new skills and abilities and it is considered a lifelong activity. Exploring the learning styles of different generations is crucial, considering their unique characteristics and expectations, as their lives are inextricably linked to technology. The relevance of the topic is dictated by the evolutionary changes in recent years, which have significantly influenced the behaviour of educators and learners. The present study aims to identify the attitudes of different generations regarding the teaching approaches used in economics education. The authors review theoretical research in the field of teaching and learner attitudes; analyse the attitudes of teachers and the approaches they apply in teaching; study the perceptions of students of the three generations – X, Y and Z regarding learning methods and approaches; identify the main dependencies and justify the effective interaction between "teacher-student". The thesis of this study argues that, regardless of the differences in the characteristics of individual generations, teachers employ appropriate methods and approaches to enhance the quality of education and the satisfaction of economics students across the three generations. As a result of the survey and the correlation analysis, it was established that there is no relationship between the characteristics of the individual generations and the preferred learning methods. Simultaneously, distinctive generational characteristics do not affect attitudes toward acquiring new knowledge and skills during the educational process.