Exploring Digital Pedagogical Competence in Bulgarian Teachers: Insights from a Self-Assessment Survey and their Impact on Educational Practice and Research
Roumiana Peytcheva-Forsyth, Bistra Mizova
https://doi.org/10.53656/ped2025-6.01
University of Sofia
Abstract. This study utilizes the SELFIE for Teachers instrument to assess the digital pedagogical competence (DPC) of Bulgarian teachers. Self-assessment data were collected from two successive cohorts (2024 and 2025), each employing different sampling strategies. The main objectives are to identify trends in teachers’ self-reported DPC levels and dimensions, and to investigate stable associations between DPC and selected professional and demographic variables. Results indicate that self-assessed DPC levels are predominantly low to moderate in both cohorts, highlighting the need to systematically strengthen core digital competencies. Gender consistently influences key DPC dimensions. In addition, the lack of uniform progress across the teaching profession underscores the importance of adaptable and differentiated continuing professional development approaches in the digital domain, tailored to specific contexts and individual teacher needs.
Keywords: digitalization; teachers’ digital professional competence; self-assessment; professional development
Formation of Inclusive Competence of Higher Education Students in the Field of Knowledge 01 Education/Pedagogy
Oksana Dmitriieva,
Olena Chopik,
Svitlana Mykhalska
https://doi.org/10.53656/ped2025-6.02
Kamianets-Podilskyi Ivan Ohiienko National University (Ukraine)
Abstract. The analysis of the problem of forming inclusive competence of future teachers in theory and practical research shows its extreme relevance. It is especially important to develop inclusive competence at the stage of teaching students at a higher education institution to ensure their further effective practical work. The study shows that a significant part of higher education students understands correctly the concept of „inclusive education“, but one third of respondents don’t realize who exactly can be recommended to study in an inclusive form. It has been found that most respondents understand the benefits of inclusive education, they express their attitude to it positively, but some respondents found it difficult to demonstrate their attitude to inclusive education for children with special educational needs. It has been determined that more than half of the respondents are aware of their own role in the team of psychological and pedagogical support for children with special educational needs and the need to cooperate with other team members, but a significant number of higher education students were unable to answer this question. The respondents emphasize a conscious attitude to the difficulties that will arise in the process of inclusive education of children with special educational needs, noting that providing appropriate conditions in the educational institution and the availability of personal qualities of teachers will help to overcome these difficulties. It was found that only one third of modern higher education students have a desire to work with children with special educational needs in conditions of inclusive education, while the vast majority of respondents admitted their own unpreparedness to work with children with psychophysical developmental disorders. Prospects for scientific research are the development of pedagogical support for the formation of inclusive competence of higher education students in the field of knowledge 01 Education/Pedagogy, which would provide for the formation of inclusive competence of higher education students – future teachers.
Keywords: inclusive competence, higher education students, teachers, pedagogical conditions, children with special educational needs
Effect of Implementing a Personalized E-learning Model on Distance Learning Student Success
Stoyanka Georgieva-Lazarova, Luchezar Lazarov
St. Cyril and St. Methodius University of Veliko Turnovo
https://doi.org/10.53656/ped2025-6.03
Abstract. A model for personalizing e-learning is proposed in an attempt to address issues related to the personalization of remote learning, which became particularly relevant after the COVID-19 pandemic. In traditional university education, a student who is part of a group depends on the curriculum and educational management chosen for the group by the instructor. But each learner has individual learning abilities that differ from those of other group members. At the end of the course (or topic), it is expected that almost all individuals in this group will be successful. The study was conducted with the help of students from the Master‘s program “Inclusive Education. Special Education” (in distance learning format) at the Faculty of Education of the University of Veliko Tarnovo “St. Cyril and Methodius” during the winter semester of the 2023/2024 academic year, with the aim of determining the effect of the Model for Personalized E-Learning on the success of students who studied the course “Information and Communication Technologies in Teaching and Work in a Digital Environment.” The findings of the study show a significant difference in favor of the experimental group compared to the control group in the results of the final test. The model for personalized e-learning was used in the experimental group. Therefore, the presented model effectively enhances students‘ performance.
Keywords: model for personalizing e-learning; effect on student performance; online counseling
Cognitive Development in Inclusive Education Setting
Milen Zamfirov,
Emilia Evgenieva,
Margarita Bakracheva
Sofia University
https://doi.org/10.53656/ped2025-6.04
Abstract. A pilot study is presented that aims to cognitive development in children and students with SEN, chronic illness, at-risk, gifted and typically developing children and students in mainstream setting. The study included 141 children and students aged 4 to 10 years. The Binet-Turman test and Piaget experiments were administered for cognitive development. The aim was to monitor the level of coping with the tasks as well as the relationship between the two instruments with regard to their applicability by general education teachers. The results revealed that, in general, all categories of children and students performed well with the set tasks. This confirms the expectation that regardless of which category children and students belong to, general education teachers can use standard tools in their approach to screening and working with all students in inclusive setting. There is a significant relationship between the two methods of determining the level of cognitive development with a moderate effect size. Correct responses in terms of cognitive development were highest for typically developing, followed by gifted, chronically ill, children and students at risk, and finally those with SEN. There was no relationship between the categories of children and students – SEN, chronically ill, at risk, gifted and typically developing and the number of wrong answers and refusals on the Binet-Turman test and the Piaget experiments. This indicates that cognitive development is individually determined, and wrong answers and refusals may also be given depending on other factors.
Keywords: inclusive education; cognitive development; general education teachers; Piaget‘с experiments; Binet-Turman scale
Components of the Learning Environment and their Influence on the Students‘ Learning Process
Evgeniya Topolska
New Bulgarian University
https://doi.org/10.53656/ped2025-6.05
Abstract. The present study is devoted to a traditional question in psychological-pedagogical theory and practice – how to stimulate the learning process of students? We look for the answers in the conditions created by the learning environment. The learning environment is a prerequisite for the quality of the learning process. The purpose of the study is to analyze the components of the learning environment and its role in the quality of the educational process. In order to optimally use the opportunities of the learning environment, with which it supports the learning process of the students, we refer to learning theories, methodological studies and guidelines contained in strategic and normative documents that define educational policy. At the core of our position is the assertion that the learning environment is a whole, a collection of different components. The presence of deficits in some of these components affects the results of the learning process. We discuss problematic issues and challenges related to individual components in the learning environment. We offer ideas for improving the learning environment so that it becomes inclusive, positive, motivating for all children and students.
Keywords: learning; approaches to learning; learning environment; inclusive learning environment; students
Cultural Events as a Tool for Building Positive Attitudes towards Cultural Diversity
Ekaterina Tomova
Sofia University
https://doi.org/10.53656/ped2025-6.07
Abstract. The paper presents the results of a study conducted with 26 students – future teachers. In the course of the study, the students were instructed to construct an activity plan within the framework of various cultural events of their choice. The aim of the study is to find out whether and how cultural events could serve as a tool for building positive attitudes towards diversity. The main tasks are to analyze the students‘ texts, to identify the presence or absence of educational opportunities in their proposed activities, and to systematize and interpret the results. The research methods used are theoretical analysis, content analysis and rating scale. The analysis of the results leads to basic conclusions about students‘ skills in planning visits to cultural events. It also suggests that such events possess educational potential for fostering positive attitudes towards diversity in children, integrating art, culture, experience, and imagination, thereby creating conditions for a broader understanding of differences and the world as a whole.
Keywords: cultural events; cultural diversity; diversity; intercultural education; intercultural competence
Digital Transformation in Historical Research: Definitions, Applications, Challenges
Stefan Tonchev
Trakia University - Stara Zagora (Bulgaria)
https://doi.org/10.53656/ped2025-6.06
Abstract. This article research and analyzes the use of computer technology and digital methods in the humanities in general and specifically in contemporary historical and historical-pedagogical research and how they can contribute to the effectiveness and efficiency of inquiry in these fields. The article discusses issues such as the history, theory, and practice of the integration of digital technologies in academic humanities (historical and historical-pedagogical) research, the importance of transdisciplinary approaches, and the challenges and practical benefits of digital transformation for future research in the history of pedagogy.
Keywords: digital humanities; digital research methods; historical-pedagogical research; digital transformation
Do We Develop the Skills We Aim to Develop? Outcome Assessment of Programs Designed to Develop Skills in Children in Pre-School and School Age. Guidelines and Recommendations
Nadia Koltcheva, Mihaela Barokova
New Bulgarian University
https://doi.org/10.53656/ped2025-6.08
Abstract. The number of programs aiming to develop new skills in pre-school and school-aged children in Bulgaria is quickly increasing. This raises questions around the effectiveness of these programs in developing and training the skills they were designed to improve. In order to empirically address these questions, one has to assess the theoretical framework on which the program is based, to clearly define its expected outcomes, and to use a sound experimental design for the assessment of its outcomes. The present paper introduces practical guidelines and recommendations for the design of programs for pre-school and school-aged children and for the assessment of their effectiveness.
Keywords: outcome assessment; programs; children; developing skills
Influence of Teaching Methods on the Perception of the Learning Material by Students – Future Pedagogical Specialists
Elena Nedeva
Trakia University – Stara Zagora (Bulgaria)
https://doi.org/10.53656/ped2025-6.09
Abstract. The article examines the theoretical and empirical aspects of the need for specific training of future pedagogical specialists to work with children with chronic diseases and their families. The study evaluates the influence of the used methods on the perception of the learning material, the assimilation of knowledge, skills and competences by the students. The effectiveness of these methods is considered as the extent to which the learning objectives are achieved, including the depth of understanding, practical applicability and long-term acquisition of knowledge. The goal is to identify the most effective teaching methods, to obtain feedback from students, and to optimize relationships between children with chronic illnesses, their families, and future teachers. The expected benefits are higher quality of education, better preparation of students, greater satisfaction with the learning process and better care for children with chronic diseases. The article presents initial results of an empirical study, including a conceptual framework, toolkit, and data analysis.
Keywords: children with chronic diseases, effectiveness, teaching methods, students, future teachers
