Digitalization in Bulgarian science education: a comparative analysis of the state of the art

Abstract

The paper discusses the use of digital technologies (DT) in Bulgarian school science education through a review and analysis of national and international studies. Both the strengths and weaknesses of the application of DT in the Bulgarian school in a comparative plan with other European countries are highlighted. The findings show that the digital competence of Bulgarian students and teachers related to DigComp and DigCompEdu frameworks is generally lower than the European average despite the confidence in their digital skills. Problematic areas include creating and modifying digital content, collaboration among teachers, identifying fake news, assessing student progress, implementing constructivist approaches in e-learning. The quality of continuing teacher education for digital competences is also a concern. Nevertheless, many Bulgarian teachers express satisfaction with their work in distance learning and believe that the use of DT enhances their lessons. Analysis of digital technology use and student learning achievements in science education shows no clear evidence of a correlation. However, there are potential positive effects of using computers as a supplement to traditional instruction rather than as an alternative to it. Keywords: DigComp; DigCompEdu; digital competence; science education