The article presents the Flipped Classroom approach and its application at the Faculty of Techniques and Technologies (FTT) - Yambol, based on the training in the subjects "Programming and Use of Computers", "Food Contaminants", and "Object-Oriented Programming" in the 2016-2018 academic years. For the students, the problem is to filter some sources that are not reliable. In the new digital age, the lecturers expect them to be creative and to prepare their assignment using new approaches. When students follow their lecturers’ instructions concerning the literature and resources their projects tend to be more successful. This is one of the issues we encounter in preparing students for their classes. The second problem that we want to solve is the presentation of information using the "pouring in the bank" approach, where students are offered lectures and tutorials without being able actively to participate in the learning process. The students are trained to acquire knowledge without placing and solving problems and looking for new solutions. The article goals are to analyze the approach that we apply to the students' training to stimulate their activity in learning the material and filling the gaps in their knowledge. The first part of the article reviews the theory and the application of the Flipped Classroom approach by other authors in different subject areas. We present different taxonomic models and qualities that they build for the student’s learning process. The following part analyses the application of the approach in the mentioned fields of study for students of Bachelor's and Master’s degrees. In the article, we present steps for Flipped classrooms. We discuss also the key elements of The Flipped classroom and the benefits and limitations of using it. In conclusion, the article outlines the results achieved and the prospects for enhancing the engagement of the students in learning.

Every new global era demands a rethinking of the roles of the lecturer, especially with the widespread introduction of mixed and e-learning in high schools/universities. From a historical point of view, the new socio-economic conditions of life alter the requirements imposed on the roles, which leads to the emergence of new ones and their modification, and this process is observed especially well in the professional roles of the socio-occupation professions, such as the profession of the teacher. The conceptual framework of the research outlines the roles of the teacher to create a supportive environment in the e-learning environment. The professional role requires mastering and maintenance in a sustainable state of special professional knowledge, skills, and competencies. This implies various mutable rights and obligations, which once again leads to the conclusion that the new roles of teachers are necessary to create a supportive environment in e-learning. The aim of the research is to define the leading roles of the lecturers (according to the opinion and the preferences of the student) when creating the appropriate environment for the students in the era of e-learning. The study was carried out among the bachelor's degree students of the Faculty of Technics and Technology – Yambol. In conclusion, in e-learning, lecturers have many leading roles, sometimes overlapping. Some leadership roles have officially defined responsibilities, others are more informal when they interact with their partners. Role variation ensures that teachers can find the appropriate behavior and initiative that matches their talents and interests, and the needs and requirements of the learners. In order to build a supportive environment in e-learning, the lecturer should play the role of the distant tutor, Moderator and Facilitator, that creates a Positive Atmosphere, Distance Learning Curator, Diagnostic – prognostic, formulating the learning objectives and tasks giving contemporary feedback, precise and clear guidelines for the course objectives, organizing and coordinating the activity.

In the system "man-environment-motor vehicle", the driver and his training are the main factors to overcome the negative trends of increasing the number of victims and injured in traffic accidents. The proactivity of the driver is associated with high levels of global purpose of drivers' training-with the strategic level, which includes personal characteristics, ambitions, values and choices of behaviour models. In the presented report we analyze the results of a survey conducted during the courses of periodic training of instructors from around the country in which were switched on the question for ranking the elements of the proactive driving according to the experience and perception of the trainers. Were analyzed the results obtained from 403 respondents from different size and geography settlements. We assume that all eleven components that we included and their arrangement in order of importance reflect the mind-set and attitudes of learners to proactive driving and correct actions which ensure personal and safety of other participants are manifestations of tolerance. We can conclude that at the forefront of arranging of the components of proactive driving, the respondents emphasize on those, that increase the traffic safety (manoeuvre planning, forecasting), but underestimate the knowledge of prior knowledge of the risk factors that increases the probability of road accidents.

In this report we make an attempt to determine the views of the active and experienced