Abstract:

In the context of dynamic technological change and the growing need to modernize the educational environment, the question of teachers’ readiness to adopt and apply innovative educational technologies has become especially significant. The digitalization of school education is increasingly recognized as an important factor in improving the quality of teaching and learning, expanding access to educational resources, and promoting more flexible and inclusive pedagogical practices.

The aim of this paper is to present the results of a national study conducted within the framework of the National Programme “Development of Scientific Research and Innovation in Bulgarian Preschool and School Education,” focused on exploring various aspects of teachers’ attitudes towards innovative educational technologies and the digitalization of school education. The study examines the views of educational professionals regarding the use of digital resources, the STEM environment, smart technologies, project-based learning, inclusive practices, and the need for further professional qualification. The research was carried out through a questionnaire survey involving 2,914 educational professionals from different educational institutions in Bulgaria.

The results indicate predominantly positive attitudes towards digitalization: 82.7% of respondents report that the use of digital educational technologies improves learning outcomes, 74.1% assign tasks to students involving the use of digital tools, and 63.1% implement project-based learning. It was also found that 82.7% of participants work in schools with subscriptions to educational platforms, while 57.8% work in schools with a functioning STEM center. At the same time, several limitations were identified: only 19.1% report the availability of smart technologies in their schools, 42.5% create their own digital resources, and 64.7% express a need for additional professional qualification.

The data reveal both considerable potential for expanding digital transformation in school education and existing deficits related to technological provision, the creation of original digital resources, and the need for systematic support for teachers. This shows that the successful implementation of innovative educational technologies requires not only positive attitudes but also targeted institutional efforts to ensure sustainable conditions for their effective application. In this sense, the study is significant both for outlining the current state of digitalization in school education and for planning policies and practices aimed at more effective implementation of innovative educational technologies and support for teachers in the process of educational transformation.

The conclusions drawn from the study will provide a foundation for the development, piloting, and implementation of educational models supporting the effective integration of digital and STEM technologies into the educational process.

Keywords:

Teachers’ attitudes, innovative educational technologies, digitalization of school education, STEM technologies, educational transformation.