The article deals with the topic of student education in the subject "Modern aspects of civic education". The study aims to present the changes and the development of the civic education in the Bulgarian educational space. Emphasis is placed on the European dimensions of civic education. It introduces new thematic areas arising from changes in the public and educational environment. A research methodology is presented for training students of civic education pedagogues. Competence levels are emerging to develop simulation-based pedagogical training in civic education.

One of the fundamental tasks of the curriculum is to enable the learners have essential skills as well as acquire knowledge. Critical thinking, as one of the major thinking skills, is regarded as one of the 21st century skills that are to be covered in the education curriculum. However, the main challenge is how to teach thinking or critical thinking and how to stimulate students to reflect on their own thinking ways. In terms of education system and curriculum, the important point is that critical thinking cannot be transferred from a textbook, rather ignited from the mind. Critical thinking is not only about teaching students how to think but also training their minds to be elastic and active enough to think about, investigate and examine new and old information or facts they learn. This research has a qualitative research design. This study aims to investigate the opinions of primary school teachers with the help of the data obtained by face to face interviews and focus groups. The study group consists of primary school teachers who are willing to participate in this study. The primary school teachers are still teaching at their private and public primary schools in Lebanon. The findings are based on the themes and given under the subtitles.

In current curriculum one of the fundamental focuses is on the development of thinking skill in general and critical thinking skill in special. Critical thinking skill is one of the 21st century skills, and it is directly related with creativity and innovation. The central theme of this study is critical thinking and it aims to find out the views of prospective teachers on critical thinking skills, at the Dessei Teacher Training College in Ethiopia. It has been selected out of 32 governmentally accredited teacher-training colleges in the country because it is easily accessible and it is consumed that the participants here can represent the prospective teachers in the country. The required data for this qualitative study is obtained through focus group discussion with eight prospective teachers and face-to-face interview with three heads of departments at the college. The data has been transcribed, analyzed, and categorized to form the subtitles. As a result, the data is regarded as analyzing, logical argumentation, evidence based rational judgment, examining and open mindedness for ideas by prospective teachers but not practical due to environmental and personal factors.

One of the fundamental tasks of the curriculum is to enable the learners have essential skills as well as acquire knowledge. Critical thinking, as one of the major thinking skills, is regarded as one of the 21st century skills that are to be covered in the education curriculum. However, the main challenge is how to teach thinking or critical thinking and how to stimulate students to reflect on their own thinking ways. In terms of education system and curriculum, the important point is that critical thinking cannot be transferred from a textbook, rather ignited from the mind. Critical thinking is not only about teaching students how to think but also training their minds to be elastic and active enough to think about, investigate and examine new and old information or facts they learn. This research has a qualitative research design. This study aims to investigate the opinions of primary school teachers with the help of the data obtained by face to face interviews and focus groups. The study group consists of primary school teachers who are willing to participate in this study. The primary school teachers are still teaching at their private and public primary schools in Lebanon. The findings are based on the themes and given under the subtitles.

In this study, the main purpose is to present the influence of extra curriculum activities toward the academic performance of secondary school students in Uganda. The extracurricular activities are normally not mandatory for the students but students are invited to different activities such as conferences, workshops, debates and some training courses. In accordance with this purpose, the following specific topics have been put under research in terms of their effect on the academic performance of secondary school students in Uganda: the sports, debates, cultural galas or celebrations. In all schools all over the world, co-curricular activities play a very vital role towards the academic performance of learners in schools. Many learners gain from co-curricular activities such as getting new information with the brain storming while others gain confidence through the debates which can help them to develop their thinking ways and careers.

In current curriculum one of the fundamental focuses is on the development of thinking skill in general and critical thinking skill in special. Critical thinking skill is one of the 21st century skills, and it is directly related with creativity and innovation. The central theme of this study is critical thinking and it aims to find out the views of prospective teachers on critical thinking skills, at the Dessei Teacher Training College in Ethiopia. It has been selected out of 32 governmentally accredited teacher-training colleges in the country because it is easily accessible and it is consumed that the participants here can represent the prospective teachers in the country. The required data for this qualitative study is obtained through focus group discussion with eight prospective teachers and face-to-face interview with three heads of departments at the college. The data has been transcribed, analyzed, and categorized to form the subtitles. As a result, the data is regarded as analyzing, logical argumentation, evidence based rational judgment, examining and open mindedness for ideas by prospective teachers but not practical due to environmental and personal factors.

In this study, the main purpose is to present the influence of extra curriculum activities toward the academic performance of secondary school students in Uganda. The extracurricular activities are normally not mandatory for the students but students are invited to different activities such as conferences, workshops, debates and some training courses. In accordance with this purpose, the following specific topics have been put under research in terms of their effect on the academic performance of secondary school students in Uganda: the sports, debates, cultural galas or celebrations. In all schools all over the world, co-curricular activities play a very vital role towards the academic performance of learners in schools. Many learners gain from co-curricular activities such as getting new information with the brain storming while others gain confidence through the debates which can help them to develop their thinking ways and careers.

Knowledge and skills are the central themes of an education system. Nowadays, the main focus in on skills generally and on thinking skills specifically. The principle adapted currently is that education is not just transferring knowledge to learners or students but rather it is a process that is also directly related with the cognitive, emotional and artistic aspects. Cognition refers to reasoning and thinking skills in education. In this context, thinking skills and specifically critical thinking is to be considered in curriculum development process. The critical thinking helps the learners to express their opinions on the scientific or social issues, making decisions, constructing plans and solving their problems. This study aims to determine the impact of utilizing critical thinking skills in education. In fact, educators believe that critical thinking is important because criticism leads to creativity, criticism and creativity. The results of this process will help problem solving, innovation and development. But the challenge here is how learners can have the required critical thinking skills. The role of the teacher in developing the skills of critical thinking is another challenge. The data for this qualitative research was collected with the help of face to face interview, focus group discussion with participation of 8 teachers of Science and Religion for the intermediate stage in Palestine during 2018-2019. The data were analyzed and the findings were given under subtitles.

Modernism, as a philosophy that is accepted to have started in the 17th century, has influenced various areas such as economy, politics, technology, literature and specifically education in line with the industrial revolution and enlightenment age. It is generally accepted that modernism has kept its overall effect on the mentioned areas until the end of the World War II and after that, it has started to lose its importance against postmodernism. In general perspective, postmodernism is regarded as a response against the shortcomings of modernism. While modernism is based on rapidness, standardization, change, improvement and objective knowledge as a result of positivism and progressivism in education, postmodernism is based on the theory of relativity, which implies the fact that reality will change according to time, place and culture. This study, in the phenomenological design of qualitative research, aims to find out which of the philosophies (modernism and postmodernism) and in what way, has more or higher impact on the teachers’ views about knowledge, culture, values and human nature more. To this end, face to face interviews were conducted with the teachers of Turkish, Science and Social Studies lessons and the data obtained were analysed considering the main pillars of modernism and postmodernism.