The Pedagogical Almanac journal is published by the Faculty of Education at St. Cyril and St. Methodius University of Veliko Tarnovo. It has been issuing since 1993. It is published twice a year. The journal publishes peer-reviewed scientific papers in the field of educational science and teaching practice. It is a multi-profiled one and comprises the contemporary trends of the pedagogical knowledge: theory of education and didactics, education management, history of pedagogy, comparative education, special needs education, social education, speech therapy studies, pre-school education, primary school education, school education, higher education, andragogy, sport education, art-education, etc. The journal is dedicated to implementing a scientific approach in institutional practice within the system of pre-school and school education – pre-schools, primary and secondary schools, centres for individuals’ support and specialized servicing units. It is involved with searching and creating effective technologies for teaching and life-long learning. The international editorial board of the journal accepts for publication only original papers not submitted or sent for reviewing to other scientific editions. It works for building a new generation of scientists and researchers timely capable to discover and constantly develop the creative potential of an individual. The Editor-in-Chief and their associates find proven scientists for reviewing the manuscripts. Members of the Board of anonymous and independent reviewers are led by high standards while “blindly” assessing the submitted papers. They suggest for publishing papers having deep author analyses of classical and modern educational theories, scientifically proven innovative ideas, experimental results and effective educational practices. The Pedagogical Almanac journal is addressed to a wide spectrum of readers: scientists, PhD students, bachelor and master degree students, school teachers, parents. It unites the efforts of all involved with creating modern and progressive educational policies.