{"id":173027,"date":"2025-12-04T13:50:35","date_gmt":"2025-12-04T11:50:35","guid":{"rendered":"https:\/\/azbuki.bg\/?p=173027"},"modified":"2025-12-05T10:28:11","modified_gmt":"2025-12-05T08:28:11","slug":"sp-pedagogika-knizhka-9s-2025-godina-xcvii","status":"publish","type":"post","link":"https:\/\/vocedu.azbuki.bg\/en\/pedagogics\/sadarzhanie-na-sp-pedagogika-2025-g\/sp-pedagogika-knizhka-9s-2025-godina-xcvii\/","title":{"rendered":"Pedagogy, Number 9s\/2025, Volume 97"},"content":{"rendered":"

Mapping Parental Perceptions of School Digital Maturity: Insights from the PULSE Instrument<\/h3>\n

Bistra Mizova,<\/strong><\/p>\n

Roumiana Peytcheva-Forsyth,<\/strong><\/p>\n

Divil Kulev<\/strong><\/p>\n

Sofia University<\/em><\/p>\n

https:\/\/doi.org\/10.53656\/ped2025-9s.01<\/a><\/p>\n

Abstract. <\/strong>This study utilizes the PULSE instrument (Parents\u2019 Understanding of Learning through School E-transformation) to investigate parental perceptions of the digital maturity of Bulgarian schools. The research aims to map the digitalization profile of schools across four domains: the impact of digital technologies on learning, infrastructure, digital practices, and digital literacy and ethics. It also contrasts the digital competences perceived as developed by schools with those prioritized by parents for their children. Findings reveal an inconsistent profile: parents acknowledge the school\u2019s contribution to promoting online safety and critical thinking, yet express reservations about the comprehensive development of digital competences across all subjects and the accessibility of technology for students with special educational needs. The results underscore the necessity for improved communication with parents and more robust strategies to address inequalities and mitigate risks of digital exclusion.<\/p>\n

Keywords:<\/em> digital maturity; parental perceptions; school digitalization; digital competence; PULSE instrument<\/p>\n

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The E-test \u2013 Opportunities, Advantages and Limitations in the Context of the Digitalisation of Bulgarian Education \u2013 through the Prism of Teaching Practices<\/h3>\n

Vasya Delibaltova,<\/strong><\/p>\n

Stoyan Saev<\/strong><\/p>\n

Sofia University<\/em><\/p>\n

https:\/\/doi.org\/10.53656\/ped2025-9s.02<\/a><\/p>\n

Abstract<\/strong>. The research in this article addresses a problem situated at the intersection of the digitalization of education and modern trends in student assessment. A natural focus within this field is the e-test. The reason for this choice lies in the understanding that, to a large extent, the advantages and limitations of technology-assisted assessment crystallize most clearly in this instrument, both because of its specific characteristics and its increasingly widespread use. As part of a larger project aimed at studying the digitalization of Bulgarian education, the present research, based on a qualitative design and a quota-stratified sample, focuses on outlining the actual practice of e-test use, with emphasis on its possibilities, advantages, and limitations. The data allow the conclusion that the application of this instrument is multifactorially determined and realized predominantly in the context of formative assessment. The advantages and limitations of the e-test, identified by the interviewed teachers, largely confirm the findings of international studies in this field.<\/p>\n

Keywords:<\/em> digitalization; e-test; formative assessment<\/p>\n

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<\/h3>\n

Practices for the Use of Digital Technologies by Mathematics Teachers in Bulgaria<\/span><\/p>\n

Stanislav Ivanov,
\nAtanas Terziev
\n<\/sup><\/strong>Sofia University<\/em><\/p>\n

https:\/\/doi.org\/10.53656\/ped2025-9s.03<\/a><\/p>\n

Abstract<\/strong>. Digital technologies are an integral part of the learning process and are increasingly applied in teaching mathematics. On the other hand, the integration of technology into core subjects such as mathematics has its own specificities. This qualitative study aims to structure and analyze examples in which mathematics teachers from different schools in Bulgaria use digital technologies. The pedagogical practices identified are classified according to the RAT (Replacement, Amplification, Transformation) model, which assesses how technology is used \u2013 whether it replaces, amplifies, or transforms current teaching practices. The collection of different pedagogical practices aims to support and inspire current and future mathematics teachers to integrate digital technologies in teaching mathematics.<\/p>\n

Keywords:<\/em> digitization; digital technologies; mathematics education<\/p>\n

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Socio-demographic Factors Shaping the Digital Competences of Social Studies Teachers<\/h3>\n

Maya Vasileva,<\/strong><\/p>\n

Katya Misheva<\/strong><\/p>\n

Sofia University<\/em><\/p>\n

https:\/\/doi.org\/10.53656\/ped2025-9s.04<\/a><\/p>\n

Abstract<\/strong>. The integration of digital technologies represents a key marker of the transformation of contemporary education. In this context, the present study on the digital competences of social studies teachers in Bulgarian schools addresses specific challenges related to the absence of an adequate methodology for the application of technologies in the teaching process and the need for specialized training for teachers in this domain. The aim of the research is to identify the socio-demographic factors that generate differences in the digital competences of social studies teachers in Bulgarian schools, in accordance with the DigCompEdu framework. Based on a sample of 26 teachers and through the application of statistical analyses (Mann \u2013 Whitney U test, Kruskal \u2013 Wallis test, and correlation analysis), the study examines the influence of age, educational qualification, years of professional experience, school location, type of settlement, and forms of training for the development of digital competences. The results confirm significant differences in competence levels depending on the impact of the above-mentioned factors and highlight the necessity of targeted strategies for developing a methodology and providing professional training in this area. The findings of the study enable the formulation of concrete policy recommendations and the design of training programs.<\/p>\n

Keywords:<\/em> teacher digital competences; social studies education; DigCompEdu; socio-demographic factors<\/p>\n

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The Integration of Digital Technologies in Secondary Science Education<\/h3>\n

Martina Tsenova,
\nIsa Hadjiali<\/strong><\/p>\n

Sofia University<\/em><\/p>\n

https:\/\/doi.org\/10.53656\/ped2025-9s.05<\/a><\/p>\n

Abstract. <\/strong>The nature of modern science requires engagement with a wide range of digital technologies, and this demand for digitalization extends to science education as well. The aim of this study is to analyze Bulgarian science teachers\u2019 digital competencies and practices in using digital tools, based on the DigCompEdu framework, with particular attention to the areas of Teaching and Learning and Assessment. A total of 31 science teachers participated in the study. Each teacher participated in an online semi-structured interview, and one of their live lessons was observed. The findings show a high level of integration of digital technologies for visualization and support of the learning process, as well as for formative assessment. At the same time, there is a clear need for more targeted use of technologies for managing the learning process, fostering student collaboration, and analyzing learner progress data. The most frequently used digital tools \u2013 videos, presentations, simulations, and quizzes \u2013 are consistent with findings from international studies.<\/p>\n

Keywords:<\/em> digital technologies; science education; teachers\u2019 digital competencies<\/p>\n

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Realities and Challenges in the Integration of Digital Technologies in Primary Education: an Analysis of Pedagogical Practices<\/h3>\n

Lyubka Aleksieva,<\/strong><\/p>\n

Veronica Racheva<\/strong><\/p>\n

Sofia University<\/em><\/p>\n

https:\/\/doi.org\/10.53656\/ped2025-9s.06<\/a><\/p>\n

Abstract<\/strong>. Digitalisation in education, including in primary schooling, is increasingly recognised as a key factor in transforming contemporary learning processes. In this context, the article aims to explore actual practices and challenges in the integration of digital technologies in Bulgarian primary education. A mixed-methods design was applied, combining semi-structured interviews with 44 primary teachers and classroom observations of 44 lessons, analysed through the Digital Technology Impact Framework \u2013 DTIF. The study contributes by comparing declared and observed practices in relation to the three functions of digital technologies (supporting, extending, and transforming) and by analysing regional differences. The results reveal that technologies are most frequently used in a supporting role \u2013 for visualisation and consolidation of knowledge; extending practices remain limited, while transformative ones are rare. The comparative analysis demonstrates that larger urban areas exhibit more creative and innovative applications of digital technologies, whereas traditional uses dominate in smaller localities. The study highlights the need for targeted institutional support and professional development to move beyond basic digital integration towards practices with higher pedagogical value.<\/p>\n

Keywords:<\/em> primary education; digital technologies; digital competences; DTIF framework<\/p>\n

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<\/h3>\n

What Can a Mixed-methods Approach Tell us about Digital Competences in Physics Teacher Training?<\/h3>\n

Ivelina Kotseva,<\/strong><\/p>\n

Maya Gaydarova<\/strong><\/p>\n

Sofia University \u201cSt. Kliment Ohridski\u2019\u2019 (Bulgaria)<\/em><\/p>\n

https:\/\/doi.org\/10.53656\/ped2025-9s.07<\/a><\/p>\n

Abstract. <\/strong>This study employs an explanatory sequential mixed-methods design to examine differences in digital competencies among university lecturers at Sofia University. The first stage involves a quantitative analysis of survey data from 90 professors across various faculties and six professors from the Faculty of Physics, using the Chi-square test to compare empirical and theoretical distributions. The second stage consists of structured interviews with the six Faculty of Physics lecturers to explore reasons behind these differences. Results show that physics lecturers primarily develop digital competencies through self-study and peer collaboration rather than formal training. Statistically significant differences emerged in three areas: (1) computational thinking and professional development, (2) self-regulated and collaborative learning with digital technologies, and (3) ethical and responsible use of digital resources. \u00a0Findings suggest a need for a systematic approach to digital competency development across faculties, with physics lecturers showing distinct engagement patterns.<\/p>\n

Keywords:<\/em> DigCompEdu, digital competences, mix-methods, physics teacher training<\/p>\n

SEE MORE<\/a><\/p>","protected":false},"excerpt":{"rendered":"

\u041a\u0430\u0440\u0442\u043e\u0433\u0440\u0430\u0444\u0438\u0440\u0430\u043d\u0435 \u043d\u0430 \u0440\u043e\u0434\u0438\u0442\u0435\u043b\u0441\u043a\u0438\u0442\u0435 \u0432\u044a\u0437\u043f\u0440\u0438\u044f\u0442\u0438\u044f \u0437\u0430 \u0434\u0438\u0433\u0438\u0442\u0430\u043b\u043d\u0430\u0442\u0430 \u0437\u0440\u044f\u043b\u043e\u0441\u0442 \u043d\u0430 \u0443\u0447\u0438\u043b\u0438\u0449\u0430\u0442\u0430: \u0435\u043c\u043f\u0438\u0440\u0438\u0447\u043d\u0438 \u0434\u0430\u043d\u043d\u0438 \u043e\u0442 \u0438\u043d\u0441\u0442\u0440\u0443\u043c\u0435\u043d\u0442\u0430 PULSE \u0411\u0438\u0441\u0442\u0440\u0430 \u041c\u0438\u0437\u043e\u0432\u0430, \u0420\u0443\u043c\u044f\u043d\u0430 \u041f\u0435\u0439\u0447\u0435\u0432\u0430-\u0424\u043e\u0440\u0441\u0430\u0439\u0442, \u0414\u0438\u0432\u0438\u043b \u041a\u0443\u043b\u0435\u0432 \u0421\u043e\u0444\u0438\u0439\u0441\u043a\u0438 \u0443\u043d\u0438\u0432\u0435\u0440\u0441\u0438\u0442\u0435\u0442 \u201e\u0421\u0432. \u041a\u043b\u0438\u043c\u0435\u043d\u0442 \u041e\u0445\u0440\u0438\u0434\u0441\u043a\u0438\u201c https:\/\/doi.org\/10.53656\/ped2025-9s.01 \u0420\u0435\u0437\u044e\u043c\u0435. \u0418\u0437\u0441\u043b\u0435\u0434\u0432\u0430\u043d\u0435\u0442\u043e \u0438\u0437\u043f\u043e\u043b\u0437\u0432\u0430 \u0438\u043d\u0441\u0442\u0440\u0443\u043c\u0435\u043d\u0442\u0430 PULSE (Parents\u2019 Understanding of Learning through School E-transformation) \u0437\u0430 \u0430\u043d\u0430\u043b\u0438\u0437 \u043d\u0430 \u0440\u043e\u0434\u0438\u0442\u0435\u043b\u0441\u043a\u0438\u0442\u0435 \u0432\u044a\u0437\u043f\u0440\u0438\u044f\u0442\u0438\u044f \u043e\u0442\u043d\u043e\u0441\u043d\u043e \u0434\u0438\u0433\u0438\u0442\u0430\u043b\u043d\u0430\u0442\u0430 \u0437\u0440\u044f\u043b\u043e\u0441\u0442 \u043d\u0430 \u0431\u044a\u043b\u0433\u0430\u0440\u0441\u043a\u0438\u0442\u0435 \u0443\u0447\u0438\u043b\u0438\u0449\u0430. \u0426\u0435\u043b\u0442\u0430 \u0435 \u043e\u0447\u0435\u0440\u0442\u0430\u0432\u0430\u043d\u0435 \u043f\u0440\u043e\u0444\u0438\u043b\u0430 \u043d\u0430 \u0443\u0447\u0438\u043b\u0438\u0449\u043d\u0430\u0442\u0430 […]<\/p>","protected":false},"author":124332423427287,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jnews-multi-image_gallery":[],"jnews_single_post":[],"jnews_primary_category":[]},"categories":[10027],"tags":[],"yoast_head":"\n\u0421\u043f. \u201e\u041f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u043a\u0430\u201c, \u043a\u043d\u0438\u0436\u043a\u0430 9s\/2025, \u0433\u043e\u0434\u0438\u043d\u0430 XCVII - \u0410\u0437-\u0431\u0443\u043a\u0438<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/science.azbuki.bg\/pedagogics\/sadarzhanie-na-sp-pedagogika-2025-g\/sp-pedagogika-knizhka-9s-2025-godina-xcvii\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"\u0421\u043f. \u201e\u041f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u043a\u0430\u201c, \u043a\u043d\u0438\u0436\u043a\u0430 9s\/2025, \u0433\u043e\u0434\u0438\u043d\u0430 XCVII - \u0410\u0437-\u0431\u0443\u043a\u0438\" \/>\n<meta property=\"og:description\" content=\"\u041a\u0430\u0440\u0442\u043e\u0433\u0440\u0430\u0444\u0438\u0440\u0430\u043d\u0435 \u043d\u0430 \u0440\u043e\u0434\u0438\u0442\u0435\u043b\u0441\u043a\u0438\u0442\u0435 \u0432\u044a\u0437\u043f\u0440\u0438\u044f\u0442\u0438\u044f \u0437\u0430 \u0434\u0438\u0433\u0438\u0442\u0430\u043b\u043d\u0430\u0442\u0430 \u0437\u0440\u044f\u043b\u043e\u0441\u0442 \u043d\u0430 \u0443\u0447\u0438\u043b\u0438\u0449\u0430\u0442\u0430: \u0435\u043c\u043f\u0438\u0440\u0438\u0447\u043d\u0438 \u0434\u0430\u043d\u043d\u0438 \u043e\u0442 \u0438\u043d\u0441\u0442\u0440\u0443\u043c\u0435\u043d\u0442\u0430 PULSE \u0411\u0438\u0441\u0442\u0440\u0430 \u041c\u0438\u0437\u043e\u0432\u0430, \u0420\u0443\u043c\u044f\u043d\u0430 \u041f\u0435\u0439\u0447\u0435\u0432\u0430-\u0424\u043e\u0440\u0441\u0430\u0439\u0442, \u0414\u0438\u0432\u0438\u043b \u041a\u0443\u043b\u0435\u0432 \u0421\u043e\u0444\u0438\u0439\u0441\u043a\u0438 \u0443\u043d\u0438\u0432\u0435\u0440\u0441\u0438\u0442\u0435\u0442 \u201e\u0421\u0432. \u041a\u043b\u0438\u043c\u0435\u043d\u0442 \u041e\u0445\u0440\u0438\u0434\u0441\u043a\u0438\u201c https:\/\/doi.org\/10.53656\/ped2025-9s.01 \u0420\u0435\u0437\u044e\u043c\u0435. \u0418\u0437\u0441\u043b\u0435\u0434\u0432\u0430\u043d\u0435\u0442\u043e \u0438\u0437\u043f\u043e\u043b\u0437\u0432\u0430 \u0438\u043d\u0441\u0442\u0440\u0443\u043c\u0435\u043d\u0442\u0430 PULSE (Parents\u2019 Understanding of Learning through School E-transformation) \u0437\u0430 \u0430\u043d\u0430\u043b\u0438\u0437 \u043d\u0430 \u0440\u043e\u0434\u0438\u0442\u0435\u043b\u0441\u043a\u0438\u0442\u0435 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