EDUCATION IN CLIMATE-RESILIENT PRACTICES IN BULGARIA

The study involved 34 randomly selected people. The interviewees teach in the field of agriculture and are representatives of various training institutions. Although they express an interest in the sustainable development of agriculture, the majority of them have not participated in training related to the impact of climate change on agriculture. This, in turn, is a prerequisite for a low level of confidence in teaching approaches to addressing climate crises. According to the educators, teaching climate crisis and resilience farming practices involves the following main challenges: 1) Complexity and Interdisciplinary. The climate crisis intersects with ecology, economics, policy, and social systems, making it difficult to teach in a cohesive way. Farming resilience practices require understanding both science and local socio-economic conditions. 2) Lack of Localized Content. Many resources are generic or regionally irrelevant. What works in one climate zone or socio-political context may not apply elsewhere. 3) Farmer Resistance to Change. Farmers may be skeptical of new methods, especially when traditional practices are deeply rooted or when short-term gains are uncertain. 4) Insufficient Teacher Training. Educators may lack sufficient training or confidence to teach climate science or sustainable agriculture effectively. Curricula may be outdated or influenced by industrial agriculture models, making the integration of resilience farming difficult.