Съвременни технологии в обучението по история: възможности и предизвикателства при използването на интерактивни бели дъски от преподаватели в Историческия факултет на СУ„Св. Климент Охридски“
Contemporary Technologies in History Education: Opportunities and Challenges in the Use of Interactive Whiteboards for Instruction by Faculty Members at the Faculty of History, Sofi a University “St. Kliment Ohridski”

Summary/Abstract: This study investigates the integration of interactive whiteboards in higher education, focusing specifically on their use by lecturers at the Faculty of History at Sofia University. The primary aim of the research is to explore academic staff perceptions, experiences, and attitudes toward this technological tool, while also identifying the key opportunities and challenges associated with its implementation in the teaching process. From a broader perspective, the study situates the adoption of interactive whiteboards within a framework of organizational change and digital transformation in education. The methodology is based on a mixed quantitative-qualitative approach. Empirical data were collected through a structured questionnaire distributed to lecturers who teach in classrooms equipped with interactive whiteboards during the 2024/2025 academic year. The survey was administered via Google Forms and supplemented by a paper version to ensure higher response rates. A total of 29 out of 31 lecturers participated, ensuring a high level of representativeness (approximately 93.6%). The questionnaire includes Likertscale items, closed and open-ended questions, and is organized into thematic sections covering general attitudes, impact on teaching, student motivation, and the need for technical training. The collected data were processed statistically and visualized through charts to facilitate interpretation. The results reveal a very high level of adoption and positive perception of interactive whiteboards among lecturers. Approximately 96.6% of respondents report using them, with the majority doing so regularly. The findings demonstrate that interactive whiteboards are widely regarded as valuable educational tools that enhance teaching efficiency, enable the use of diverse visual materials, and support the organization of interactive learning activities. Lecturers also report that these technologies improve student engagement, attention, and participation, contributing to better learning outcomes. However, the study also identifies several challenges. A significant proportion of respondents indicate the need for additional training to fully utilize the advanced functionalities of the technology. Some lecturers experience technical difficulties or express uncertainty when using certain features. These findings suggest that while basic competencies are largely established, there is still a gap in advanced digital skills. In conclusion, the research provides strong empirical evidence that interactive whiteboards are an effective and increasingly essential component of modern historical education. At the same time, it highlights the importance of continuous professional development and institutional support to maximize their pedagogical potential.

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