Abstract: The study focuses on the early Islamization of the Volga Bulgars, who officially converted to Islam in 922. It draws on the results of archaeological research in different parts of the Republic of Tatarstan. The systematic excavations that began in the region in the 1960’s uncovered the Biler (Bilyarsk), Tankeyev (Tankeyevsk) and Tetyush (Tetyushk) burial complexes. These burial complexes contained Early Muslim Bulgarian graves dating to the first half of the Xth century. The discovery of these burial complexes proved that Islam spread among the Volga Bulgars long before the official acceptance of Islam by the state.

Abstract: The purpose of this research is to explore special education classroom teachers’ views and policies regarding inclusive education, the activities and practices they implement in their classrooms, and the training they require. This research employs a qualitative research method designed in a descriptive framework. Data were collected through semi-structured interviews with 20 special education teachers. The findings reveal that teachers hold diverse perspectives on inclusive education policies. Many emphasized the importance of respecting diversity within inclusive practices. Teachers are seen as key actors in achieving the goals of inclusive education. According to participants, inclusive education policies may encompass integration, staff development, multicultural approaches, social benefit, public safety, and individualized strategies for learners with disabilities. The research concludes that in-service training and seminars should be provided to enhance teachers' awareness and understanding of inclusive education.

Abstract: Despite an ever-increasing use of video in EFL teaching today, and a considerable amount of research existing on its role in English teaching, many dimensions of it remain under-explored. These include its use at different educational levels, its compatibility with different theories of learning, its use targeting different aspects of English, and its impact on proficiency as well as motivation. The present study adds to knowledge by focusing specifically on use at tertiary level, in combination with Cognitive Load Theory (CLT), targeting grammar teaching, and measuring both proficiency change and attitudes/perceptions. This study employs a quasi-experimental research design to investigate the effect that teacher-developed CLT informed educational videos have on EFL BA students’ grammar learning, also exploring those students’ attitudes and perceptions concerning those videos. EFL students (n=43) participated in this study in two groups learning the same grammar points: an experimental group who undertook the treatment of watching the videos along with attending regular classes (n=22), and a control group (n=21) who just learned through regular classes. A pre-test and a post-test were used to measure the effect those videos had on EFL students’ grammar learning. At the end of the treatment, a five-point Likert scale questionnaire measuring perceived benefits in terms of categories recognized in the Cognitive Load Theory (CTL), as well as of motivation, was also circulated among the students of the experimental group. Post-test scores revealed that both groups made significant progress and were able to increase their grammar knowledge. However, the experimental group outperformed the control group by a small margin. Results of the questionnaire showed that students recognized videos as assisting with all CTL aspects of learning, plus motivation, with the greatest impact on reducing extraneous load and enhancing germane load.