Multinational Research Society Publisher

Mission and Vision
Our Mission
At MRS Publisher, our mission is to advance the dissemination of high-quality, peer-reviewed research to a global audience, enabling unrestricted access to scholarly content. We strive to facilitate the free exchange of knowledge and foster academic collaboration, empowering researchers, educators, and practitioners across disciplines to contribute to the advancement of science and society. By providing open access to research outputs, we aim to enhance the visibility, impact, and accessibility of scholarly work while supporting a sustainable and equitable knowledge-sharing ecosystem.
Our Vision
Our vision is to become a leading force in the global open-access publishing landscape, promoting transparency, inclusivity, and collaboration within the scientific community. We envision a future where all academic research is freely accessible, enabling innovation, accelerating discovery, and supporting evidence-based decision-making in policy, education, and practice. Through our commitment to open access, MRS Publisher seeks to break down barriers to knowledge and empower a diverse range of voices and perspectives in the pursuit of knowledge and societal progress.
Open Access Policy
MRS Publisher is committed to promoting open access to all scholarly works published under our name. We firmly believe that providing open access to research articles, journals, and other scholarly materials increases the visibility and accessibility of research, maximizes the impact of scientific inquiry, and accelerates the exchange of knowledge across borders and disciplines.
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Latest Article
1. AGGRESSION – A CHALLENGE IN PRESCHOOL AGE
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Dr. Blaga Dimova*
Burgas State University “Prof. Dr. Assen Zlatarov”, Republic of Bulgaria
9-11
https://doi.org/10.5281/zenodo.17890580

Preschool aggression is a complex phenomenon that manifests itself in both physical and social forms of behavior. It can be the result of individual characteristics, family dynamics, institutional factors. In the early years, aggressive behavior is often reactive - a response to frustration, lack of communication skills or imitation of models from the environment. Around the age of four, children begin to make logical connections, which allows for pedagogical and cognitive intervention. The family plays a key role through its attitudes, communication style and emotional support, while kindergarten is the first institutional context in which social skills and interaction patterns are formed. The large number of children in kindergarten groups, the weakened relationship between parents and educators and the lack of moral foundations can increase aggression. Effective prevention requires a partnership between parents and teachers, consistent strategies for managing behavior and promoting empathy and cooperation. In this way, aggression can be limited at an early age, and children can build sustainable skills for constructive social interaction that will accompany them in later stages of development.
2. ASSERTIVE COMMUNICATION IN THE CONTEXT OF HIGHER EDUCATION
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Dr. Blaga Dimova*
Burgas State University “Prof. Dr. Assen Zlatarov”, Republic of Bulgaria
5-8
https://doi.org/10.5281/zenodo.17890427

This article examines assertive communication as a key component in the formation of social and citizenship competences in the context of higher education. Assertiveness is presented both as an individual skill and as a pedagogical tool that supports the development of autonomy, confidence, and constructive interaction. The study was conducted with 43 students in the educational and qualification degree "Master" in the specialty "Preschool and Primary School Pedagogy" at the Burgas State University "Prof. Dr. Assen Zlatarov". As part of the training, the students participated in training in assertive behavior, including role-playing real-life situations - friendly relationships, teamwork and communication between parents and teachers. The analysis of the cases shows that assertiveness allows for a clear statement of personal boundaries, respectful expression of needs and maintaining positive relationships without conflicts. The results emphasize that assertive communication builds trust, cooperation, and balance between personal and professional commitments. In conclusion, assertiveness is being established as a universal strategy for forming active citizens, capable of participating constructively in public and professional life, while contributing to the sustainable development of the community.
3. ANIMATIVE PEDAGOGY IN TEACHER EDUCATION: PREPARING FUTURE TEACHERS AND...
1

Dr. Avi Abner*
Burgas State University “Prof. Dr. Assen Zlatarov”, Republic of Bulgaria
1-4
https://doi.org/10.5281/zenodo.17890308

Effective teacher preparation needs to equip future primary teachers with the confidence to design learning environments in which children feel engaged, capable and respected. Such confidence is strengthened when university learning includes forms of practice that reflect the realities of primary education. In this context, animative pedagogy provides a pathway for pupils to participate actively in lessons, communicate ideas freely and see their contribution recognised. This study examines how Abner’s animative pedagogy model supports the professional development of student teachers in that direction. Forty student teachers, part-time learners in the final year of their Bachelor degree in Preschool and Primary School Education at Burgas State University, took part in the research. Their professional readiness was evaluated before and after a period of structured practical training based on the model. Twenty participants, forming the experimental group, worked through its three sequential stages during coursework, while twenty others continued with the standard university programme as a control group. The evaluation focused on indicators such as confidence in organising creative classroom activities, awareness of pupils’ strengths and perceived ability to support active participation. The results revealed a clear improvement among those who experienced the model directly. They reported increased assurance in planning and leading animative tasks that allow children to express their abilities and collaborate productively. Development in the control group remained limited. These findings suggest that when student teachers encounter animative pedagogy through practical experience, they gain a stronger and more realistic basis for applying such approaches in school. Including structured animative preparation in university programmes therefore supports the formation of confident and competent beginning teachers who are prepared for contemporary educational demands.
4. Policies and Practices for Financial Inclusion in PSBs in post Pandemi...
3

Dr. Asha Dadasaheb Kadam*, Pro...
Head & Associate Professor, Department of Commerce, MVPs Arts, Science & Commerce College, Ozar-Mig
1-5
https://doi.org/10.5281/zenodo.17880111

This paper examines policies and practices adopted by public sector banks (PSBs) in India to promote financial inclusion in the aftermath of the COVID-19 pandemic. Using exclusively secondary data (RBI notifications, scheme documents, government reports, industry analysis and published assessments), the study traces the policy response during 2020–2024, documents operational practices undertaken by PSBs (account opening drives, credit guarantee and emergency lending, digital delivery, business correspondent expansion), and evaluates outcomes and challenges for inclusion (account ownership, deposit mobilization, credit flow to MSMEs and vulnerable groups, and the digital divide). The paper concludes with policy and operational recommendations to strengthen resilient, inclusive banking in the next phase.
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