УПРАВЛЕНИЕ НА ПРОМЯНАТА И АВТОРИТЕТА НА УЧИТЕЛЯ В УСЛОВИЯТА НА ТРАНСФОРМАЦИЯ КЪМ ОБРАЗОВАНИЕ 5.0

Abstract

In a dynamically evolving educational environment and deepening digital transformation, the authority of the teacher faces new challenges. The Education 5.0 model emerges as a response to the need to balance technological advancement with the humanistic dimensions of learning–personal development, ethical relationships, and social responsibility. Unlike previous paradigms, which primarily focused on access to knowledge and the digitalization of processes, Education 5.0 places the individual (both teacher and student) at the center of the educational ecosystem and emphasizes humanistic values, social responsibility, and the overall well-being of participants in the educational process. In this context, the teacher is called upon not only to impart knowledge but also to serve as a moral compass, emotional guide, and catalyst for change. This report analyzes the interaction between change management in educational institutions and the construction and maintenance of teacher authority. Key characteristics of Education 5.0 are examined, along with the factors influencing how students, parents, and society perceive the teacher as an authoritative figure. Major management theories and models (e.g., those of Kotter and Fullan) applicable in school settings are reviewed, with emphasis on the role of school leadership, organizational culture, and in-school support mechanisms. The report offers a systematization of management practices that contribute to affirming the teacher’s authority in the modern context: building professional learning communities, implementing ethical codes and standards, mentoring programs, developing digital competence and emotional intelligence among educators. Good practices from international experience that can be adapted to the Bulgarian educational system are also presented. The conclusions highlight the necessity of an integrated approach, where change management is viewed as a targeted strategy for restoring and developing teacher authority—a critically important factor for the success of Education 5.0. Specific recommendations are proposed for school leadership and educational policy aimed at building a sustainable and respectful environment where the teacher is recognized as a leader in knowledge, values, and social development.