Abstract:

The digital transformation of education requires the integration of digital competencies into teacher education programs, especially in subjects such as Mathematics, Informatics, and Information Technologies (IT). The present study aims to investigate how digitalization influences the development of digital competencies among future teachers at the Faculty of Mathematics and Informatics (FMI) at Sofia University “St. Kliment Ohridski.” It was conducted within the framework of the project “Sofia University – Marker for Innovation and Technological Transfer” (SUMMIT) and aims to determine the extent to which the digital and pedagogical competencies of the academic faculty who prepare and teach courses for future teachers have been developed. The study employs a self-assessment approach of the academic staff using the SELFIE for Teachers tool. The results indicate a high level of confidence in creating digital resources and assessment strategies, while gaps remain in reflective practice, computational thinking, inclusion, and self-regulated learning. Classroom observations confirm the limited use of emerging technologies and the insufficient development of collaborative digital learning environments. The discussion highlights the need for systemic reforms in teacher education, offering insights for policymakers, curriculum developers, and teacher training programs.

Keywords:

Digital competencies, pedagogical digital competencies, teacher education, higher education, ICT integration in teacher education.