{"id":224034,"date":"2026-02-27T12:44:31","date_gmt":"2026-02-27T10:44:31","guid":{"rendered":"https:\/\/azbuki.bg\/?p=224034"},"modified":"2026-03-02T09:14:25","modified_gmt":"2026-03-02T07:14:25","slug":"studentski-mneniya-za-prepodavatelite-i-diplomite-v-novata-realnost","status":"publish","type":"post","link":"https:\/\/azbuki.bg\/en\/uncategorized\/studentski-mneniya-za-prepodavatelite-i-diplomite-v-novata-realnost\/","title":{"rendered":"Students\u2019 Opinions on the Academic Staff and Diplomas in the New Reality"},"content":{"rendered":"

Miroslav Nedelchev<\/strong><\/p>\n

Ministry of Education and Science<\/em><\/p>\n

Yulia Nedelcheva<\/strong><\/p>\n

University of Chemical Technology and Metallurgy<\/em><\/p>\n

https:\/\/doi.org\/10.53656\/str2026-1-3-stu<\/a><\/p>\n

Abstract<\/strong>. The aim of the article is to attempt to define the nature and purpose of academic staff and higher education diplomas. To achieve this aim, the opinions of students on the current state of the higher education system were collected. 219 opinions were processed in a unique environment, the new reality, during the COVID-19 pandemic.<\/p>\n

The results of the article define academic staff and diplomas as tools for achieving the ultimate aim of higher education \u2013 to improve employability of students. The opinions present academic staff as a benchmark for successful and experienced citizens who, together with employers, guide students to academic disciplines in demand in the labor market. The diploma has a material nature, given its aim for the practical implementation of students in the labor market, and at the same time \u2013 imaginary features, given the duration of training, the dynamics of the labor market and the measures imposed by the emergency situation. The COVID-19 pandemic is a catalyst for modernizing the higher education system and its adaptation to the new reality through the personalization of education. The recommendations made by students go beyond the boundaries of the higher education system, extend to the labor market and relate to situations beyond the COVID-19 pandemic.<\/p>\n

Keywords<\/em>: opinion review; COVID-19 pandemic; Bulgaria<\/p>\n

 <\/p>\n

    \n
  1. Introduction<\/strong><\/li>\n<\/ol>\n

    Social roles of those taking part in the higher education system are changing in the new reality. The main participants, students and academic staff, direct their efforts to add value, which is materially reflected in the higher education diploma. The interests of students and teachers coincide in the personal ambition to be a person with a profession that will be useful to me and to the people around me<\/em> by going through stages of science and advancing<\/em>. The final result of the joint activity of students and academic staff is both \u043b\u0438\u0447\u043d\u043e\u0441\u0442\u043d\u043e \u0440\u0430\u0437\u0432\u0438\u0442\u0438\u0435 \u043d\u0430 \u0447\u043e\u0432\u0435\u043a\u0430<\/em>, \u0442\u0430\u043a\u0430 \u0438 an individual\u2019s personal development and their contribution to society<\/em>.<\/p>\n

    The challenges during the COVID-19 pandemic reflect on the reorganization and rethinking of activities (Gergova, 2020). In the new reality, the collection and processing of large data sets is transformed into a challenge for generating informed decisions and implementing good practices (Kolasa, Goettsch, Petrova, and Berler, 2020). Researchers' attention is focused on determining the qualities that the \"ideal\" distance learning platform should possess (Petrunova, Atanassov, and Pilev, 2021). The purpose of higher education is focused on the origination, maintenance and development of human resources that meet the requirements and expectations of business (Dimitrova, 2023). The contemporary system of higher education is beginning to take into account the current and future needs of students, as well as to prepare comprehensively developed individuals capable of social adaptation in society for the beginning of career development and self-improvement (Filipova & Yuleva-Chuchulaina, 2021).<\/p>\n

    The participants in our survey are 219 first-year students from all forms of study in a wide range of majors. A recommended approach for surveying student opinions is to use an electronic channel for communication with respondents (Kyurova and Koyundzhiyska-Davidkova, 2023). The opinions are published in original and marked in italics to accurately reflect the level of the students, as well as in response to our views on future interdisciplinary research on the higher education system. When systematizing the opinions, we take into account the influence of the effects of the reforms undertaken in the higher education system to overcome the traditional paradigm focused on the transmission of content from the educator to the students (Krumova, Danalev, and Terzieva, 2020).<\/p>\n

    The decision of students to participate in the higher education system in the period after the so-called adolescence<\/em> shapes the current state of the higher education system, as well as makes recommendations for improving its quality. Scientific interest is focused both on the motives for choosing a certain career, and on the motivational factors for directing students to certain disciplines for successful career development (Zaykova, Zaykov, Nikolova, and Serbezova, 2021). During this unique period of personal development, before entering real life, <\/em>students are independent and by getting to know their character, we have the opportunity to define all these qualities, determine which ones are useful and which ones are harmful to us, and create the perfect picture of our personality<\/em>. We can state that we are conducting a survey of the first opinions of students outside the inertia caused by the family circle, and without the influence of parental veto. An additional factor for the uniqueness of our survey is the external environment in which society and the higher education system function - the new reality during the COVID-19 pandemic.<\/p>\n

     <\/p>\n

      \n
    1. University professors<\/strong><\/li>\n<\/ol>\n

      They are a bridge between higher education and the labor market - Education is a serious challenge both to the teachers who are involved in the educational process and to the students themselves who have chosen to study in this major, as the education offered shall meet the qualification needs of the dynamic market<\/em>. In some views, the roles of teachers extend beyond the higher education system and contribute to students\u2019 development as citizens in society - higher education teachers are faced with the task of cultivating in students a quality such as logical culture, as well as developing in them a specific system of skills which, taken together, express the formation of the integrated personality of the future specialist, enabling their successful activity in the legal, technological, social, and spiritual spheres<\/em> In this sense, teachers are presented as generators of public goods - they believe that they are doing something beneficial for others<\/em>. Perceptions of them are overwhelmingly positive (Fig. 1), with teachers serving as role models for students through their behavior.<\/em><\/p>\n

      \"\"<\/p>\n

      Figure 1.<\/strong>. Students\u2019 opinions about educator\u2019s qualities<\/p>\n

      In the opinions of the students, a certain return to the terminology and practice of secondary education is noticeable, most likely as a defensive reaction to the innovations of the higher education system. For example, the educator is the Good Teacher<\/em>, as well as a university teacher<\/em>, the auditoriums are classrooms,<\/em> and the students are pupils.<\/em> A practical interpretation of the profession of a \"teacher\" - educator is noted<\/em>.<\/p>\n

      Students' opinions outline a wide range of roles for teachers (Fig. 2):<\/p>\n

      \"\"<\/p>\n

      Figure 2<\/strong>. Roles of teachers in student opinions (https:\/\/www.wordclouds.com\/<\/a>)<\/p>\n

      Students define themselves as members of a limited set of reference groups, to which they also refer teachers - a student throughout his life belongs to several groups of communities: family; friends; classmates or fellow students; teachers, professors, lecturers and other educators<\/em>. At the same time, the difference between teachers and parents is indicated - at important moments in their lives, students make decisions together with teachers, using approaches similar to the Delphi method, while with parents - using the Brainstorming technique. In this sense, decisions are made collectively, and responsibility for the decision is shared - At university, every decision that is made is important, but even if the decisions are not right, no one will judge them and they will always find help in the person of teachers or fellow students<\/em>.<\/p>\n

      Academic staff is presented as the main lever for student participation in the higher education system, with expectations that they will contribute to the correct choice of major \u2013 academic staff leads to<\/em> an increase in the number of students who have chosen appropriate majors, with a -subsequent decrease in the number of students who change their major<\/em>. During the course of study, teachers are expected to provide information in which specific areas of the major<\/em>the student studies at maximum efforts should be undertaken, so as to acquire knowledge and skills that will be needed for their future professional and personal realization<\/em>. In addition to teachers, similar expectations are also made to employers - to publish information about the successful career development of the major on corporate websites - They are often provided with information not only about the company, but also about the announced vacancies and the requirements that candidates shall meet, as well as about application process<\/em>. In addition to the successful implementation of students in the higher education system, teachers, together with employers and parents, are expected to contribute to the successful implementation of students in the labor market - to help students focus on finding areas of intuition when it comes to choosing a job and career in the future<\/em>.<\/p>\n

      Teachers are defined as a decisive factor<\/em> in the learning process. The ideal teacher conveys information in an intriguing way, leaving the student with a desire to learn more<\/em>. In addition to lectures, teachers are expected to provide consultations<\/em>, as well as support<\/em> for the students' future. At the same time, unfair practices on the part of teachers are identified - they do not sufficiently engage students, which affects their perception of the importance of a given subject, and even of their chosen field of study<\/em>.<\/p>\n

      When performing their work, the teachers are presented as a set of excellent educators<\/em> and a team of lecturers<\/em>, who are motivating and inspiring people who predispose to easy learning of the material in understandable language<\/em>. Regardless of the teamwork, each teacher is important, and the replacement of just one teacher is considered a situation with imperfect information - the departure of a teacher will change the picture of training in this major and the information already collected will not provide an opportunity to make an optimal decision<\/em>.<\/p>\n

      The students' opinions contain a number of criticisms <\/strong>of the lecturers, including a case of suspending studies due to my dissatisfaction with the level of teaching<\/em>The common denominator between the different connotations of criticism is the lecturers' motivation for the students' achievements - there are also educators who do not predispose the student enough and this affects his assessment of the importance of the given subject, and even the major itself<\/em>. The individual criticisms can be presented as follows (Fig. 3):<\/p>\n

      \"\"<\/p>\n

      Figure 3<\/strong>. Criticisms of teachers<\/p>\n

      As a solution to the criticism, students see attending lectures<\/em>, regardless of whether attendance is mandatory, as it helps to receive feedback from the lecturer on the respective subject<\/em>. Dialogue during the learning process helps students to gain self-confidence or at least to consolidate the knowledge they have acquired from textbooks<\/em>. The participation of academic staff in the learning process is through experience and feedback shared by educators during lectures<\/em>, and the student is expected to do the main work alone<\/em>The efforts made are joint, while the final result is determined by the student - Although educators being always on the line to communicate with their students, whether students will achieve success in their education is entirely the responsibility of each student<\/em>. The presence of personal contact with lecturers <\/em>is one of the factors when choosing a specific higher education institution, along with the form of study<\/em>. Mutual trust is the foundation of the two-way student-teacher relationship - We have trusted you, the teachers, to introduce us to the fundamentals of business knowledge and to help us develop as individuals of the 21st century<\/em>.<\/p>\n

      Recommendations <\/strong>to teachers are to strengthen the two-way relationship with students and personalize classes in order to increase learning outcomes - opportunities for feedback with teachers have high added value for all students<\/em> (Fig. 4). No recommendations have been identified for the professional preparation of students and their success on the labor market, which are the expectations of students towards the higher education system.<\/p>\n

      \"\"<\/p>\n

      Figure 4<\/strong>. Students' recommendations to teachers.<\/p>\n

      The lack of direct teacher-student contact presents the information from the textbooks as \u201cdry\u201d <\/em>, and it is expected that attending lectures will help to receive feedback from the teacher on the relevant subject. <\/em>During lectures, it is recommended that teachers give personal examples<\/em>, which would help, especially to students, not only in understanding the studied material, but also in their personal experience and development<\/em>. Providing examples from real life by teachers<\/em> will help students to improve themselves faster<\/em> With constant contact with teachers, students save time and money, and if any problems or questions arise, they can be solved remotely, <\/em>and it also gives complete freedom of action, we have personal time and receive high-level education<\/em>, which, in turn, gives us a chance to perform in other areas<\/em>. This also includes the decision of students to study at a specific higher education institution, driven by the motive for an innovative teaching approach applied by highly professional lecturers<\/em> and the competence of university lecturers,<\/em> along with other motives such as the flexible forms of study offered<\/em> and a wide range of majors<\/em>.<\/p>\n

      The main recommendation in the students' opinions is to establish a connection with university lecturers and even apply to a higher school. The students' expectations are to receive preliminary information about the lecturers, so that they have the opportunity to meet face to face with some of the teaching staff and thus gain idea of who will guide us on the path of knowledge<\/em>. For example, getting to know the lecturers at special exhibitions<\/em>; or at career fairs<\/em> such as Open Day<\/em>, to get to know the place, some of the lecturers and the organization of the university<\/em>, as a result of direct contact with the environment<\/em> , students can check whether it meets our expectations and wishes.<\/em> The possibilities for personal contact with the lecturers are indicated as a significant motive when choosing a form of training, as well as fewer students being trained by one educator<\/em>. The autonomy of the lecturers in the learning process can be summarized in one opinion (Fig. 5):<\/p>\n\n\n\n
      Teachers can encourage student autonomy. This does not necessarily have to be reduced to a set of skills that need to be acquired; rather, we and our teachers should be able to work toward personal independence and self-reliance by creating a friendly atmosphere characterized by low levels of threat, unconditional positive regard, honest and open feedback, respect for the ideas and opinions of others, and approval of self-improvement as a goal. Encouraging student independence and autonomy does not mean that we are left to learn entirely on our own.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

      \"\"<\/p>\n

      Figure 5<\/strong>. Student autonomy from teachers in the learning process<\/p>\n

       <\/p>\n

      Regardless of the interaction between teachers and students, the expectations are for more self-management, with teachers only helping<\/em> helping students in the learning process. Such an expectation is related to the requirement for joint efforts<\/em>, but the responsibilities of teachers and students shall remain clearly distinguished<\/em>. In a sense, the student-teacher interaction can be understood if we look at it through the prism of the relations between the older and younger generations<\/em>, which are certainly predetermined by the tradition of university authority<\/em>. The criticism of following tradition continues with the opinion of devaluing higher education<\/em>. By \u201ctradition\u201d students refer to a novelty that can be offered by the elderly, certainly older than themselves<\/em>, which novelty is not adequate to the changed world and is not suitable for us<\/em>, while at the same time all educational and other influence is concentrated in the hands of adults<\/em>. The joint efforts of students and teachers are balanced by separate responsibility - The solution of all problems requires joint efforts, and the responsibilities of teachers and students shall remain clearly distinguished<\/em>. Academic autonomy is applicable to both teachers and students - Thus, we can argue that the problem of student autonomy is closely related to the autonomy of teachers<\/em>.<\/p>\n

      The students' opinions address many innovative points to the teachers (Fig. 6):<\/p>\n

      \"\"<\/p>\n

      Figure 6<\/strong>. Student recommendations to teachers<\/p>\n

      A specific area of recommendations to teachers is focused on textbooks and other visual materials in the learning process. Reducing funding for the available fund in higher education libraries is proving to be a challenge<\/em>, as the majority of teachers prefer to sell their textbooks online and leave a small number of copies available to libraries<\/em>. These recommendations include opinions on the availability of more teaching aids from different authors<\/em>, even if the authors are different from the lecturer - the material is basically the same, different authors explain things in a different way<\/em>. Students' practice is for better results in the learning process due to the diversity of textbook authors - In many cases, a textbook different from the one recommended by the teacher turns out to be more useful to the student<\/em>. In their opinions, students recommend that the costs of purchasing textbooks <\/em>and aids<\/em> be included in the semester fees in addition to other education costs, if teachers insist on mandatory purchase by students<\/em><\/p>\n

      As a summary for university professors, the following student opinion can be accepted (Fig. 7):<\/p>\n\n\n\n
      Contemporary societal needs require university teachers to perform the roles of mediator, consultant, coach, assistant, and advisor. They must master new styles of management, adopt a new professional and personal position, and foster new forms of analytical and critical thinking in their students. Furthermore, they are expected to develop new styles of communicative and intellectual activity, propose new directions for collaborative teamwork, group and collective activities, and work together with students to create and implement projects and programs that ensure the functioning and interconnection of all components involved in their development and implementation.<\/em><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

      \"\"<\/p>\n

      Figure 7. <\/strong>Student opinion as a summary for teachers<\/p>\n

      Higher education institutions should provide prospective students with information not only about the history of the higher education institution, ranking in the Rating System, choice of major, familiarization with the educational material that we will study<\/em>, but also who our teachers will be<\/em>. The expectations of students from higher education institutions are to offer teachers <\/em>\u2013 renowned specialists who responsibly and committedly provide comprehensive and responsive service to students<\/em>. It is the teachers and their scientific achievements in the past and present that solely determine the prestige of each university<\/em>. Teachers are presented primarily as scientific researchers, rather than as lecturers - If it is established for a given school that there are no indications of scientific activity, its presence in any rating system will be unjustified<\/em>. In this way, teachers create the name of the higher education institution<\/em>, defined as an imposed name in the educational sector<\/em>. Information about teachers should provide an opportunity to choose a higher education institution by publishing ratings for higher education institutions and information on the websites of higher education institutions about the possibility of comparing and getting acquainted with the teaching staff and their career and teaching experience<\/em>.<\/p>\n

       <\/p>\n

        \n
      1. The diploma of higher education<\/strong><\/li>\n<\/ol>\n

        It is a recognized necessity for students - I am aware of the need for a diploma certifying a certain level of education <\/em>. The diploma is a factor in student life that simultaneously marks the end of participation in the higher education system and the beginning of participation in the labor market. After graduation, each student completes one stage of life that lays the foundation for a new beginning \u2014 specializations, searching for new opportunities, employment, continuing education, and so on<\/em>. It is precisely this dual role that most strongly polarizes students\u2019 opinions, for example when comparing the value of a diploma with the costs of higher education - By weighing the benefits of obtaining a diploma against the disadvantages of studying (which requires resources such as time, finances, and effort), I decide to continue in higher education and not postpone my choice<\/em>. Obtaining a diploma is one of the important moments in students\u2019 lives \u2014 graduation is an exciting event for all of us<\/em>.<\/p>\n

        The diploma is a resource for students that is associated with intangible goods and material well-being (Figure 8):<\/p>\n

        \"\"<\/p>\n

        Figure 8<\/strong>. Variety of definitions for the diploma (https:\/\/www.wordclouds.com\/<\/a>)<\/p>\n

         <\/p>\n

        The content and meaning of the diploma largely coincide with the chosen major in the higher education system and the preferred profession in the labor market. It also poses the largest number of key questions to students about its application. For example, the first question that every student should answer is Why should a prospective student acquire a higher education diploma?<\/em> The answers to this question form a complex palette that groups according to the application of the diploma, while for the content of the diploma no grouping was found due to the great diversity in student opinions (Fig. 9).<\/p>\n

        \"\"<\/p>\n

        Figure 9<\/strong>. Students' opinions on the application of the university diploma<\/p>\n

         <\/p>\n

        A diploma is a distinctive feature of a mature person who has a clear vision of himself as part of society<\/em>. Regardless of reaching maturity, students use various sources of information when making a decision to enroll in higher education - The essence and meaning of the diploma is determined at the stage of making a decision to enroll in higher education - alone or as a result of the opinion of parents, teachers and colleagues<\/em>. The main motives for striving for a diploma are:<\/p>\n

        - Parents who constantly emphasize the benefits of education<\/em>, for them a diploma is the holy grail<\/em>. Some students pursue the goal of higher education to obtain a diploma in order to satisfy their parents' wishes<\/em>.<\/p>\n

        - Another main source of motivation is employers - there are still many employers who care about the diploma<\/em> and their recognition of diplomas - the weight of diplomas in front of employers<\/em>. The opinions of students indicate a new motive for the diploma - foreign universities and their policy on recognition of diplomas<\/em>. Here are opinions about the benefits of the diploma due to planning professional realization behind border - the recognition of diplomas for education acquired abroad<\/em>, as well as for choosing a higher education institution whose diploma is valid in the EU<\/em>.<\/p>\n

        - Last but not least, the application of the diploma is in its accompanying recognition in the EU - upon successful completion, I am provided with a diploma with a bachelor\u2019s degree and a European Diploma Supplement<\/em>.<\/p>\n

        Motives for obtaining a diploma are grouped into two classifications. The first classification divides students into two groups depending on the final outcome of the higher education system - knowledge (diploma) or skills (Fig. 10).<\/p>\n

        \"\"<\/p>\n

        Figure 10<\/strong>. Classification of students depending on the final result of the higher education system<\/p>\n

        The maxim of Type 1 students<\/em> is that education and especially a higher education diploma have a great weight in life <\/em>These students perform minimal activities - If the goal is a diploma, he can be satisfied with the minimum requirements of the university to reach his goal<\/em>. Their vision of the diploma is an instrument that will raise him higher in the hierarchy<\/em>. The vision of Type 2 students<\/em> is to receive the benefits of higher education after graduation, in practice, because otherwise the diploma will be just a deed<\/em>.<\/p>\n

        The other classification divides students into two groups depending on the application of the diploma (Fig. 11).<\/p>\n

        \"\"<\/p>\n

        Figure 11<\/strong>. Classification of students depending on\nthe diploma application<\/p>\n

         <\/p>\n

        The students belonging to Type A<\/em> do not aim to graduate and enter the labor market. They prefer a specific university because their friends have also chosen it and it is simply a matter of following the group<\/em>. The students belonging to Type B<\/em> have chosen a specific university based on the opinion of employers, and the diploma is seen as a prototype of a work record. The learning process is largely determined by these two extremes<\/em> of student types.<\/p>\n

        The students' opinions reveal two contradictory expectations from the diploma - it is a reflection of the knowledge from the higher school and at the same time - a reflection of the skills for the labor market, in order to fulfill the expectations for (better) realization in their profession - armed with a diploma, they will have to choose and plan the stages of their future professional career<\/em>. The two expectations coincide when there is a correspondence between the higher education system and the labor market - The lack of a higher education diploma places a person under unequal conditions on the labor market<\/em>. In addition, there is a third expectation from the diploma - continuing studies in a master's program - The advantages that the master's degree provides are, on the one hand, a higher educational degree, which gives a greater chance of development in the labor market, on the other hand, it provides knowledge that can be applied in practice when developing one's own business.<\/em><\/p>\n

        The diploma has a material character (a booklet<\/em>) and is intended for employers \u2013 it is most valued by employers, which gives the greatest chances for professional realization<\/em>. It is the authority of diplomas<\/em> in front of future employers<\/em> that is among the main criteria when choosing a specific higher education institution. In parallel with taking into account the opinion of employers, students believe that a diploma is not a measure of a person's qualities<\/em>. In addition to concentrating on obtaining the coveted diploma, students' expectations are also for acquiring the necessary knowledge<\/em>, which depends on their own motivation<\/em>. Student years gain dimensions not only in the accumulation of knowledge<\/em>, but also in more valuable results, such as an attempt to build myself<\/em> and achieve the need to think independently<\/em>. The benefits of a diploma are not only whether I will easily find a suitable job<\/em>, but also whether I will feel proud of the diploma and degree I have acquired<\/em>, as well as whether this degree will be supported by the relevant necessary knowledge and competencies<\/em>.<\/p>\n

        The students' opinions suggest three possible situations after receiving the diploma: the graduate realizes that he is not able to use his diploma because he received education in a major that is not particularly in demand on the labor market,<\/em> or the graduate realizes that the diploma he received brought him the dream job, but it turned out to be very far from what he imagined<\/em>In the first situation, the goals set by the prospective student when enrolling in a certain major<\/em>were not completed. In the second situation, there is a serious discrepancy between the desired state of affairs and their real state<\/em>. Finally, in the third situation, the graduate may receive a tempting job offer in the major in which he graduated<\/em>.<\/p>\n

        In parallel with the opinions about having a diploma at the end of higher education, some students express an opinion about their future without a diploma. For example, more and more successful people today do not have a diploma for completing higher education<\/em>. In other opinions, a diploma is not a factor for success - For some professions, natural intelligence is needed, and for others - with acquired deep knowledge in the field in some professions<\/em>. Instead of a conclusion about the mandatory presence of a diploma for professional success, there is an opinion about the supporting function of the diploma - The truth is that even without a diploma I will achieve my goals, but it will open many doors for me and will accelerate the stage of development. <\/em>Parallel opinions on the topic of professional realization without a diploma are related to finding a measure of success from graduation - timely graduation in a way that will allow future career development<\/em>.<\/p>\n

        The main negativity<\/strong> towards the diploma lies in the long period of study (four-five years). The student's capacity does not allow him to foresee such a long period until graduation<\/em>in order to prepare a strategy for his studies. It has been suggested that if after graduation the individual realizes that he has a diploma in a field in which he himself no longer has a desire to develop, either due to loss of interest or due to acquisition of new information, a serious discrepancy<\/em> is achieved between the desired and the real state of affairs<\/em>. This is a moment of despair and loss of motivation<\/em>, which can change our entire life<\/em>. For the studied generation of students, the real stage of higher education begins after providing the necessary knowledge and diploma in order to achieve the desired career development in the chosen professional field<\/em>, as well as to respond to the traditions in choosing a workplace<\/em>, the pressure of the social environment<\/em> and stereotyped ideas<\/em>.<\/p>\n

        Student opinions outline a clear connection between teachers and diplomas. In order to define themselves as satisfied with their studies and to identify themselves as successful in society, students have expectations for a higher education institution that offers the best teaching of the chosen professional major <\/em>in parallel with the most prestigious and valued by employers diploma<\/em>. This finding of ours is a direct reflection of student opinions about the responsibility of higher education institutions not only during the 4 <\/em>\u2013 5 years of study, but also after that<\/em>. If the result of higher education is to generate students who are theoreticians<\/em>, then as a consequence the possibility of successful implementation can drag on for a very long time, sometimes for years<\/em>. Students, like teachers, view education as as a continuous process in our existence, if we do not learn new things every week and meet the next one without any knowledge, on any topics, it becomes meaningless<\/em>. Regardless of the age differences, students, like their teachers, perceive things in a sublime way, which is learned over the years<\/em>. With the learning process, you change, you know more<\/em> , and it is already difficult for me to perceive victories and successes, because they still seem unreal to me<\/em>. The higher education system is embodied in the acceptance of a radical change<\/em>, which I will remember for the rest of my life, because it left me with an inspiring feeling of desire to be that person<\/em>.<\/p>\n

        The diploma is a direct reflection of the dynamics in higher education, the labor market and society. It simultaneously embodies the acquisition of freedom and the assumption of commitments, but also proving oneself as a person - The goal of being a graduate is not only in receiving a piece of paper or results, it is also about thinking<\/em>, as well as two different phases of maturity and maturation of graduates - After years of training, we are finally free to choose from countless life paths<\/em>. In this sense, the diploma is a fundamental element for the higher education system, similar to gravity for physics.<\/p>\n

         <\/p>\n

          \n
        1. Student opinions on the impact of the COVID-19 pandemic on academic staff and higher education degrees<\/strong><\/li>\n<\/ol>\n

          COVID-19 pandemic is significantly and permanently changing modern society, including the higher education system. Traditional approaches to teaching and conducting exams, graduation procedures and methods of finding a job have been left with the imprint of the emergency situation. Students reflect in their opinions a number of restrictions imposed by the pandemic on training in certain majors and forms of training<\/em>, which are perceived as a favorable opportunity to solve family issues or to raise funds for higher education<\/em>. In this sense, our opinion survey, conducted through electronic channels for communication with students, should also be considered a form of adaptation, which makes our survey unique.<\/p>\n

          The measures to deal with the pandemic are having a real impact on the higher education system - The ability to study online and offline, from any point on the globe, from home or workplace, guarantees us safety and conditions for maintaining social distance<\/em>. To the greatest extent, the COVID-19 pandemic has affected the teacher-student relationship. The students' findings refer to changes even in the distance form<\/em>. Opinions are positive for teachers and majors that have an advantage in the distance form of education. The reduction in the number and volume of face-to-face classes due to the pandemic additionally leads to obstacles in education<\/em> and is compensated by students' attempts to access the library<\/em>, which is not adapted to the new reality - Access to scientific literature available in university libraries is difficult.<\/em> In this regard, the prevailing recommendations are to increase the volume of consultations and extend the reception hours of teachers.<\/em><\/p>\n

          The opinions of students are positive about the reaction of higher education institutions to adapt the educational process to the pandemic - We are witnesses of timely measures taken and the resulting decisions adequate to the responsibility, but without burdening the educational process and creating additional difficulties for students<\/em>. The use of online learning is accepted by students as their transposition into the labor market and in comparison with practice - The advantages and disadvantages of online learning during the COVID pandemic, which we are facing and which is part of our everyday life in the face of the higher education institution, and what it offers us, are used both in the preparation of students and students, and in the building of professional competence of a variety of managers and employees<\/em>. Online learning further enhances positivism for students who have chosen a distance form - The distance form of learning has gained even greater popularity during a pandemic and a situation of social and physical distance.<\/em><\/p>\n

          Students' opinions are negative due to limited direct interaction with teachers - Personal contact with teachers at the time of the survey was impossible due to the declared pandemic <\/em>In the new reality, the level of teacher participation in the learning process has been lowered - Unfortunately, at the moment the educational system is not well-tuned, there is a lack of overall transparency, as well as commitment from both the administration and the teachers themselves <\/em>The new dimensions of teacher-student contact have influenced the development of opinions and opportunities for processing information \u2013 The lack of an adequate lecturer's approach with explanations, clarifications, examples and the opportunity to communicate with the students does not allow the development of a critical and analytical opinion of the students and leads to their inability to adequately receive and process the information they need<\/em>. Students consider the lack of live contact with the teachers as a negative side, in which the assimilation of the material is much more difficult for him than when he had it; home learning also hides another problem for him - he is often distracted, because there is no control over him or an authoritative person to gain his attention<\/em>. The new form of student-teacher communication remains misunderstood - In the era of unlimited communication and a source of information, students are faced with the problem of the lack of communication with their teachers<\/em> Misunderstanding leads to negativity among students, related to the absenteeism of teachers - Against the background of the created situation for online learning et although teachers should be in front of their computers, it turns out that students have to cope on their own<\/em>.<\/p>\n

          Another area of criticism towards the lecturers is the lack of practical focus of the classes - Conducting the training process solely on theoretical material provided in PDF format is extremely insufficient not only in the context of a pandemic, but in general<\/em>. The urgent transition to online learning highlights shortcomings such as digitization of teaching materials - The material offered in PDF format files and lists of study materials is extremely insufficient<\/em>. In addition to teachers, students report a decrease in contacts with university libraries - Access to scientific literature available in university libraries is difficult. <\/em>As a result of the measures taken, students make individual decisions to purchase the literature they need. <\/em>The effect that is achieved is the emergence of a practice in which students explore more sources of information - Decisions are made after finding and researching the information related to the assignment<\/em>.<\/p>\n

          In their opinions, students present alternatives<\/strong> to teachers and diplomas in a pandemic situation. For example, free courses organized by employers, offering a certificate of acquired skills, have been defined as a substitute for higher education - Nowadays, however, there are many online seminars that are just as useful as those that can be attended live. In fact, now, during a global pandemic, these seminars are the only alternative. <\/em>The main advantage of these educational courses is the acceptable time for conducting classes - It is precisely because of this that their number has increased several times over the past year, and most of them are free and students can take advantage of them at any time. <\/em>An additional advantage of alternative courses is the proximity of students to the labor market - students can not only get an idea of the experience of those who have already succeeded in the environment in which they want to start their career, but also enroll in free courses through which they can acquire new knowledge and new skills.<\/em>.<\/p>\n

           <\/p>\n

          Recommendations<\/strong> by the students can be summarized in the rhetorical question: Is it logical, in the current pandemic, for even full-time students to study at home?<\/em> The answer to this question is aimed at the possibility of modernizing the higher education system - We have a clearly defined and well-known learning environment, which at the moment, in the conditions of the coronavirus, could even be a favorable opportunity for testing new models in the learning process, models that someone else has already tested and could be optimized for the purposes of student education, such as lectures or consultations via the platform <\/em>Zoom<\/em>, which allow for real-time communication with a large group of people.<\/em>.<\/p>\n

          Adaptation to the new reality is reported in all opinions, including by students from the distance learning form due to the imposed restrictions on social contacts. In most opinions, the pandemic is a form of solution to social isolation by starting higher education, taking into account the created opportunities for online learning, as well as for postponing the implementation on the labor market until clarity and rules for the professional development of graduates are introduced. Last but not least, the opinions outline the participation of students in conducting the educational process during the pandemic \u2013 Additionally, in connection with the changes that have occurred as a result of the coronavirus and the introduction of online learning, these methods have found practical application in discussing different ways to deal with the problem, as well as during the training itself - we, our course, as a group of \"experts\" made different decisions about the most appropriate and correct conduct of classes, exam options, etc., and in addition, we made a final, coordinated and most effective decision for all with the help of the teachers.<\/em>.<\/p>\n

          Some recommendations go beyond the role of students in the higher education system - Complete digitization of lectures at the university (lecturers to present online resources). Compared to traditional forms of teaching at the university, the interaction between the teacher and students changes in interactive learning: the teacher's activity gives way to the activity of the students, and the teacher's task is to create conditions for their initiative<\/em>Last but not least is the recommendation to modernize libraries as participants in the learning process - In view of the situation, the proposal given here is the development of a complete online library at the university and the digitization of all necessary materials.<\/em><\/p>\n

          In conclusion, the opinions of students on the impact of the pandemic form a pragmatic vision for the modernization of the higher education system - Communication with teachers is online, through virtual classrooms, e-mail and chat in forums<\/em>. An additional vision for the new reality is the combination of traditional effective teaching methods with the use of new technologies<\/em>. For example, the creation of a direct <\/em>call<\/em> button to notify the teacher via SMS in the presence of a question about the study material from a student. <\/em>The effects of the pandemic contributed to achieving the goal of higher education - The idea of the academic staff is now a reality and the ultimate goal has been achieved, namely for students to find a path to education even from the couch at home.<\/em><\/p>\n

          \u00a0<\/em><\/p>\n

            \n
          1. Conclusions<\/strong><\/li>\n<\/ol>\n

            Academic staff and higher education diplomas are seen as essential tools for students' successful performance on the labor market. Opinions about professors duplicate expectations of employers for guiding students towards academic disciplines that are in demand in the labor market.<\/p>\n

            The higher education diploma, unlike the teachers, is a relatively new tool for students due to the lack of an analogue with secondary education. The high dynamics and low transparency of the labor market, as well as the measures during the pandemic, further affect the imaginary perception of the diploma. In the new reality, students form their opinion about the diploma based on the influence of parents and shared requirements from employers, i.e. morally outdated and fragmentary information. Last but not least is the time of study, four to five years, which is relatively long for students, with a lack of experience in making decisions and therefore contributes to difficulties in forming an unambiguous opinion about the diploma.<\/p>\n

            COVID-19 pandemic is a factor in the modernization of the higher education system. In the new reality, decisions are being made that have been postponed in recent years to modernize the entire learning process. Digitalization in its new dimension should not be viewed only in a positive sense due to the use of innovative techniques with outdated tools for transferring knowledge to students. Unlike the labor market, the higher education system is rapidly implementing the achievements in information technology in an attempt to catch up with other areas of society. This conclusion is supported by a number of criticisms and recommendations from students towards the distance learning form, which is incorrectly perceived as the flagship of online learning during the pandemic.<\/p>\n

            The new reality has its impact on lecturers and diplomas. The restrictions imposed on social contacts have largely changed students' opinions about the higher education system, including lecturers and diplomas. While students' requirements for teachers are clearly defined, expectations for diplomas are postponed to the future and difficult to systematize. For the two tools for successful performance on the labor market, lecturers and diplomas, the new reality has irreversibly changed students' opinions about personalizing the higher education system for successful presentation on the labor market.<\/p>\n

            The students' recommendations are aimed at overcoming stereotypes about the essence and meaning of higher education in modern society. Of particular importance for future measures is the limited experience of first-year students with the higher education system, which reflects not so much experienced moments, but rather imposed stereotypes about the period of study and directing efforts to adapt to the new reality. The students' recommendations should not be taken as an assessment of the level and quality of higher education, but rather as a starting point for a critical and creative dialogue with all stakeholders - We recommend that future student candidates, during the days of reflection on what choice to make, structure their desires and priorities well. The possibilities could be many, but by setting out the advantages, a clearer picture emerges<\/em>.<\/p>\n

            \u00a0<\/strong><\/p>\n

            \u041b\u0418\u0422\u0415\u0420\u0410\u0422\u0423\u0420\u0410<\/strong><\/p>\n

            \u0413\u0435\u0440\u0433\u043e\u0432\u0430, \u0412. (2020). \u041f\u0440\u0435\u043e\u0441\u043c\u0438\u0441\u043b\u044f\u043d\u0435 \u043d\u0430 \u0434\u0435\u0439\u043d\u043e\u0441\u0442\u0438\u0442\u0435 \u043f\u043e \u043f\u0440\u043e\u0432\u0435\u0436\u0434\u0430\u043d\u0435 \u043d\u0430 \u043a\u043b\u0438\u043d\u0438\u0447\u043d\u0438 \u0438\u0437\u043f\u0438\u0442\u0432\u0430\u043d\u0438\u044f \u0432 \u0443\u0441\u043b\u043e\u0432\u0438\u044f\u0442\u0430 \u043d\u0430 \u043f\u0430\u043d\u0434\u0435\u043c\u0438\u044f \u043e\u0442 COVID-19 (\u043a\u043e\u0440\u043e\u043d\u0430\u0432\u0438\u0440\u0443\u0441). \u0417\u0434\u0440\u0430\u0432\u043d\u0430 \u043f\u043e\u043b\u0438\u0442\u0438\u043a\u0430 \u0438 \u043c\u0435\u043d\u0438\u0434\u0436\u043c\u044a\u043d\u0442<\/em>, 20<\/em>(4), 6 \u2013 11.<\/p>\n

            \u0414\u0438\u043c\u0438\u0442\u0440\u043e\u0432\u0430, \u0420. (2023). \u041f\u0440\u043e\u0434\u044a\u043b\u0436\u0430\u0432\u0430\u0449\u043e\u0442\u043e \u043f\u0440\u043e\u0444\u0435\u0441\u0438\u043e\u043d\u0430\u043b\u043d\u043e \u043e\u0431\u0443\u0447\u0435\u043d\u0438\u0435 \u0432 \u0411\u044a\u043b\u0433\u0430\u0440\u0438\u044f \u2013 \u043e\u0441\u043d\u043e\u0432\u043d\u0438 \u0430\u0441\u043f\u0435\u043a\u0442\u0438 \u0438 \u0445\u0430\u0440\u0430\u043a\u0442\u0435\u0440\u0438\u0441\u0442\u0438\u043a\u0438. Strategies for Policy in Science and Education<\/em>, 31<\/em>(2), 189 \u2013 211.<\/p>\n

            \u0424\u0438\u043b\u0438\u043f\u043e\u0432\u0430, \u041c., & \u042e\u043b\u0435\u0432\u0430-\u0427\u0443\u0447\u0443\u043b\u0430\u043b\u0430\u0439\u043d\u0430, \u0420. (2021). \u0418\u043d\u0434\u0438\u0432\u0438\u0434\u0443\u0430\u043b\u043d\u0438 \u043a\u043e\u043c\u043f\u0435\u0442\u0435\u043d\u0446\u0438\u0438 \u043d\u0430 \u043f\u0440\u0435\u043f\u043e\u0434\u0430\u0432\u0430\u0442\u0435\u043b\u0438\u0442\u0435 \u0432 \u043f\u0440\u043e\u0446\u0435\u0441\u0430 \u043d\u0430 \u0434\u0438\u0433\u0438\u0442\u0430\u043b\u0438\u0437\u0430\u0446\u0438\u044f \u0432\u044a\u0432 \u0432\u0438\u0441\u0448\u0435\u0442\u043e \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u043d\u0438\u0435. Strategies for Policy in Science and Education<\/em>, 29<\/em>(29), 250 \u2013 262.<\/p>\n

            Kolasa, K., Goettsch, W., Petrova, G., & Berler, A. (2020). Without data, you\u2019re just another person with an opinion. Expert Review of Pharmacoeconomics & Outcomes Research<\/em>, 20<\/em>(2), 147 \u2013 154.<\/p>\n

            Krumova, V., Danalev, D., & Terzieva, S. (2020). Strategy for professional competence development in higher education. Science, Engineering & Education<\/em>, 5<\/em>(1), 27 \u2013 40.<\/p>\n

            Kyurova, V., & Koyundzhiyska-Davidkova, B. (2023). Students\u2019 social initiatives as a prerequisite for sustainable development of social entrepreneurship: A case study in Bulgaria. European Journal of Sustainable Development<\/em>, 12<\/em>(4), 426 \u2013 436.<\/p>\n

            Petrunova, M., Atanassov, A., & Pilev, D. (2021). Selecting a platform for distance learning in an electronic environment. In Proceedings of the 2021 International Conference Automatics and Informatics (ICAI)<\/em> (pp. 111 \u2013 116).<\/p>\n

            Zaykova, K., Zaykov, H., Nikolova, S., & Serbezova, A. (2021). Influences when deciding to study pharmacy: A survey amongst pharmacists and pharmacy students. Acta Scientific Pharmaceutical Sciences<\/em>, 6<\/em>(12), 51 \u2013 59.<\/p>\n

            \u00a0<\/strong><\/p>\n

            REFERENCES<\/strong><\/p>\n

            Gergova, V. (2020). Rethinking clinical trials\u2019 activities during the COVID-19 (coronavirus) pandemic. Zdravna politika i menidzhment<\/em>, 20<\/em>(4), 6 \u2013 11.<\/p>\n

            Dimitrova, R. (2021). Continuing vocational training in Bulgaria: Main aspects and characteristics. Strategies for Policy in Science and Education<\/em>, 31<\/em>(2), 189 \u2013 211.<\/p>\n

            Filipova, M., & Yuleva-Chuchulayna, R. (2021). Individual competencies of teachers in the process of digitalization in higher education. Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika<\/em>, 29<\/em>(29), 250 \u2013 262.<\/p>\n

            Kolasa, K., Goettsch, W., Petrova, G., & Berler, A. (2020). Without data, you\u2019re just another person with an opinion. Expert Review of Pharmacoeconomics & Outcomes Research<\/em>, 20<\/em>(2), 147 \u2013 154.<\/p>\n

            Krumova, V., Danalev, D., & Terzieva, S. (2020). Strategy for professional competence development in higher education. Science, Engineering & Education<\/em>, 5<\/em>(1), 27 \u2013 40.<\/p>\n

            Kyurova, V., & Koyundzhiyska-Davidkova, B. (2023). Students\u2019 social initiatives as a prerequisite for sustainable development of social entrepreneurship: A case study in Bulgaria. European Journal of Sustainable Development<\/em>, 12<\/em>(4), 426 \u2013 436.<\/p>\n

            Petrunova, M., Atanassov, A., & Pilev, D. (2021). Selecting a platform for distance learning in an electronic environment. In Proceedings of the 2021 International Conference Automatics and Informatics (ICAI)<\/em> (pp. 111 \u2013 116).<\/p>\n

            Zaykova, K., Zaykov, H., Nikolova, S., & Serbezova, A. (2021). Influences when deciding to study pharmacy: A survey amongst pharmacists and pharmacy students. Acta Scientific Pharmaceutical Sciences<\/em>, 6<\/em>(12), 51 \u2013 59.<\/p>\n

            \u00a0<\/strong><\/p>\n

            STUDENTS\u2019 OPINIONS ON THE ACADEMIC STAFF AND DIPLOMAS <\/strong>IN THE NEW REALITY<\/strong><\/h3>\n

            Abstract<\/strong>. The aim of the article is to attempt to define the nature and purpose of academic staff and higher education diplomas. To achieve this aim, the opinions of students on the current state of the higher education system were collected. 219 opinions were processed in a unique environment, the new reality, during the COVID-19 pandemic<\/p>\n

            The results of the article define academic staff and diplomas as tools for achieving the ultimate aim of higher education \u2013 to improve employability of students. The opinions present academic staff as a benchmark for successful and experienced citizens who, together with employers, guide students to academic disciplines in demand in the labor market. The diploma has a material nature, given its aim for the practical implementation of students in the labor market, and at the same time \u2013 imaginary features, given the duration of training, the dynamics of the labor market and the measures imposed by the emergency situation. The COVID-19 pandemic is a catalyst for modernizing the higher education system and its adaptation to the new reality through the personalization of education. The recommendations made by students go beyond the boundaries of the higher education system, extend to the labor market and relate to situations beyond the COVID-19 pandemic.<\/p>\n

            Keywords<\/em>: opinion review; COVID-19 pandemic; Bulgaria.<\/p>\n

             <\/p>\n

            Dr. Miroslav Nedelchev<\/strong><\/p>\n

            ORCID iD: 0000-0003-2372-1049<\/p>\n

            Ministry of Education and Science<\/p>\n

            Sofia, Bulgaria<\/p>\n

            E-mail: m.nedelchev@mon.bg<\/a><\/p>\n

             <\/p>\n

            Dr. Yulia Nedelcheva<\/strong><\/p>\n

            ORCID iD: 0000-0002-0252-1825<\/p>\n

            University of Chemical Technology and Metallurgy<\/p>\n

            Sofia, Bulgaria<\/p>\n

            E-mail: yulia.nedelcheva@uctm.edu<\/a><\/p>\n

            >> Download the article as a PDF file <<<\/a><\/p>\n

             <\/p>","protected":false},"excerpt":{"rendered":"

            \u041c\u0438\u0440\u043e\u0441\u043b\u0430\u0432 \u041d\u0435\u0434\u0435\u043b\u0447\u0435\u0432 \u041c\u0438\u043d\u0438\u0441\u0442\u0435\u0440\u0441\u0442\u0432\u043e \u043d\u0430 \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u043d\u0438\u0435\u0442\u043e \u0438 \u043d\u0430\u0443\u043a\u0430\u0442\u0430 \u042e\u043b\u0438\u044f \u041d\u0435\u0434\u0435\u043b\u0447\u0435\u0432\u0430 \u0425\u0438\u043c\u0438\u043a\u043e\u0442\u0435\u0445\u043d\u043e\u043b\u043e\u0433\u0438\u0447\u0435\u043d \u0438 \u043c\u0435\u0442\u0430\u043b\u0443\u0440\u0433\u0438\u0447\u0435\u043d \u0443\u043d\u0438\u0432\u0435\u0440\u0441\u0438\u0442\u0435\u0442 https:\/\/doi.org\/10.53656\/str2026-1-3-stu \u0420\u0435\u0437\u044e\u043c\u0435. \u0426\u0435\u043b\u0442\u0430 \u043d\u0430 \u0441\u0442\u0430\u0442\u0438\u044f\u0442\u0430 \u0435 \u0434\u0430 \u0431\u044a\u0434\u0435 \u043d\u0430\u043f\u0440\u0430\u0432\u0435\u043d \u043e\u043f\u0438\u0442 \u0437\u0430 \u0434\u0435\u0444\u0438\u043d\u0438\u0440\u0430\u043d\u0435 \u0441\u044a\u0449\u043d\u043e\u0441\u0442\u0442\u0430 \u0438 \u043f\u0440\u0435\u0434\u043d\u0430\u0437\u043d\u0430\u0447\u0435\u043d\u0438\u0435\u0442\u043e \u043d\u0430 \u0443\u043d\u0438\u0432\u0435\u0440\u0441\u0438\u0442\u0435\u0442\u0441\u043a\u0438\u0442\u0435 \u043f\u0440\u0435\u043f\u043e\u0434\u0430\u0432\u0430\u0442\u0435\u043b\u0438 \u0438 \u0434\u0438\u043f\u043b\u043e\u043c\u0438\u0442\u0435 \u0437\u0430 \u0432\u0438\u0441\u0448\u0435 \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u043d\u0438\u0435. \u0417\u0430 \u043f\u043e\u0441\u0442\u0438\u0433\u0430\u043d\u0435 \u043d\u0430 \u0446\u0435\u043b\u0442\u0430 \u0441\u0430 \u0441\u044a\u0431\u0440\u0430\u043d\u0438 \u043c\u043d\u0435\u043d\u0438\u044f \u043d\u0430 \u0441\u0442\u0443\u0434\u0435\u043d\u0442\u0438 \u043e\u0442\u043d\u043e\u0441\u043d\u043e \u0430\u043a\u0442\u0443\u0430\u043b\u043d\u043e\u0442\u043e \u0441\u044a\u0441\u0442\u043e\u044f\u043d\u0438\u0435 \u043d\u0430 \u0441\u0438\u0441\u0442\u0435\u043c\u0430\u0442\u0430 \u043d\u0430 \u0432\u0438\u0441\u0448\u0435 \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u043d\u0438\u0435. \u041e\u0431\u0440\u0430\u0431\u043e\u0442\u0435\u043d\u0438 \u0441\u0430 […]<\/p>","protected":false},"author":124332423427287,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jnews-multi-image_gallery":[],"jnews_single_post":[],"jnews_primary_category":[]},"categories":[1],"tags":[4652,16754,16755],"yoast_head":"\n\u0421\u0442\u0443\u0434\u0435\u043d\u0442\u0441\u043a\u0438 \u043c\u043d\u0435\u043d\u0438\u044f \u0437\u0430 \u043f\u0440\u0435\u043f\u043e\u0434\u0430\u0432\u0430\u0442\u0435\u043b\u0438\u0442\u0435 \u0438 \u0434\u0438\u043f\u043b\u043e\u043c\u0438\u0442\u0435 \u0432 \u043d\u043e\u0432\u0430\u0442\u0430 \u0440\u0435\u0430\u043b\u043d\u043e\u0441\u0442 - 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