AI helps personalise learning in Bulgarian schools

AI could reduce administrative burdens for teachers, says Boris Mihaylov of Plovdiv University

published on 11/17/25 3:50 PM

Photo: МОН

Generation Z students (born 1995–2012) are widely using artificial intelligence in their learning, with teachers reporting that more than 85% complete homework and study with the help of digital assistants.

Children tend to see AI as a partner rather than a threat: 94% of this generation regard it as a tool that enhances learning. These findings come from a nationally representative survey conducted in April 2025 by one of Bulgaria’s leading educational institutions for the creative industries. The study included students, parents, and teachers, and aimed to examine attitudes toward AI in schools as well as its impact on new and emerging jobs in an AI-driven world.

Nearly 70% of parents and teachers believe that integrating artificial intelligence will improve the quality of education. The data indicate that new technologies are not only changing the way students learn, but also opening doors to creativity and better professional development.

Boris Mihaylov, a lecturer at the Faculty of Education at Plovdiv University “Paisii Hilendarski,” shares this view. An AI enthusiast, he is constantly experimenting with the practical applications of the technology and is currently delivering lectures on 'Artificial Intelligence in Early Education'.

Mihaylov also teaches at the National School of Music and Dance Arts (NUMTI) “Dobrin Petkov” in Plovdiv and participates in a series of thematic seminars on AI, focusing on its use in Bulgarian schools across the country as well as in Bulgarian Sunday schools abroad.

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“Yes, artificial intelligence is developing rapidly in Bulgaria and is now being applied in almost every school. The key issue is creating a model that enables teachers to integrate AI more effectively and establish practical approaches that can be observed and applied,” says Boris Mihaylov. He emphasises the need for a campaign to develop models based on Bulgarian educational experience, adding:

“There is one thing that is very important: administrative burdens in Bulgarian schools have become excessive over time. AI could help teachers focus on teaching—the very reason we are in school and the part we love about our job. AI allows us to reduce administrative workload while experimenting with our own pedagogical styles, developed over many years. We can now test new models, which often prove more successful. We must also remember that we are teaching digital natives. It is impossible not to adapt, both as individuals and as an educational system, because of them.”

Mihaylov also notes that Bulgaria has long been known for its computer specialists. “Even after centuries of oppression, Bulgarians have continued to seek new knowledge and catch up with more advanced, modern countries. Despite political turbulences, we have always had forward-thinking individuals at the forefront of cultural and scientific achievements,” he told Radio Bulgaria. He points to a 1987 high school textbook which already discussed artificial intelligence.

When a technology is good, it becomes part of our daily lives almost imperceptibly, and this is certainly true of AI. Boris Mihaylov observes further:

“At the heart of everything is the role of the teacher. It is the teacher who leads the classroom. Yes, we can use artificial intelligence to create engaging video or audio messages that connect with how children understand the world. We can include educational games and, to a large extent, personalise lessons—practical possibilities that AI now makes available. But the core of the process remains the teacher’s creative approach—the personal touch of a good teacher or lecturer can never be replaced. In fact, it can be greatly enhanced with AI. Engaging with young people keeps you young and encourages you to explore new ideas.”

There is a lot of criticism of contemporary generations, but I would highlight one fact: each successive generation is smarter than the previous one. From what I see in schools, students are much more advanced with technology than my generation ever was. We simply need to give young people more opportunities and involve them earlier in societal processes. Today, 16- and 17-year-olds are often more mature, both intellectually and socially, than previous generations.”

According to the same survey referenced earlier, adults are still adapting to AI in practice. While AI is establishing itself as an important teaching tool — more than half of educators in Bulgaria have already adapted their content and teaching methods to include it — one in four teachers say they still do not use it in lesson preparation. Nevertheless, most teachers are eager to experiment with the technology and plan to take advantage of AI’s support in their work.