Digitalisation of Science Education as Seen by Bulgarian Teachers
Digitalisation of Science Education as Seen by Bulgarian Teachers

Summary/Abstract: This paper presents the results of a survey conducted among 39 science teachers from a nationally representative subsample of 30 schools. The research design combines qualitative and quantitative methods of data collection and analysis. A Self-reflection on Effective Learning by Fostering the use of Innovative Educational technologies (SELFIE) questionnaire for schools based on the DigCompOrg framework of the European Commission is used to explore factors influencing the integration of digital technologies (DT) in teaching, learning, and assessment, and science teachers’ attitudes toward DT. Results indicate generally positive attitudes toward digitalisation and support by school management for the efficient implementation of digital technologies in science education. Teachers report frequent use of DT for lesson preparation, communication, and access to educational resources; however, technology-supported assessment practices remain underdeveloped across all school types. Results reveal a clear digital divide between teachers in rural areas and those in large regional cities, who benefit from a betterdeveloped learning environment with resources for integrating digital technologies, have greater opportunities to participate in appropriate training courses, and experience stronger support from school staff. Correlation analyses highlight that school management is a key factor influencing the quality of infrastructure, teacher training, and students' digital competencies.

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