What Can a Mixed-Methods Approach Tell Us about Digital Competences in Physics Teacher Training
What Can a Mixed-Methods Approach Tell Us about Digital Competences in Physics Teacher Training

Summary/Abstract: 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. Findings suggest a need for a systematic approach to digital competency development across faculties, with physics lecturers showing distinct engagement patterns

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