Abstract:

In the digital age, educators’ digital competencies are crucial for fostering a learning environment that prepares students for the complexities of the modern world. The SUMMIT project, conducted by a dedicated research team at Sofia University, provides valuable insights into the digital competencies of Bulgarian educators, encompassing both secondary education teachers and university academic staff. This comprehensive study surveyed 109 university lecturers, tasked with preparing future teachers across various pedagogical specialties, and 351 secondary school teachers from different educational levels and subject areas.

The research aligns with the European framework DigCompEdu, aiming to evaluate and enhance digital competencies within the educational sector. By adopting self-assessment surveys (SELFIE for teachers) as a methodological instrument, the study not only benchmarks the current state of digital competencies among educators but also identifies areas for improvement and development. Key findings reveal a diverse landscape of digital engagement and proficiency, reflecting on professional engagement, digital resource utilization, teaching, and learning methodologies, assessment and students’ empowerment.

Significantly, the comparative analysis between the secondary school teachers and university lecturers reveals nuanced perspectives on the utilization of digital technologies for communication, resource management, instructional design, and pedagogical practices. A pivotal insight from the analysis is the varying degrees of digital competency application in teaching and learning environments, with secondary teachers often navigating a broader spectrum of digital tools and platforms compared to the university lecturers. This difference highlights the opportunity for joint training programs across different educational levels. These programs aim to bring digital skills into alignment and create an educational community where everyone can work together, sharing digital knowledge as a common strength.

Moreover, the research highlights the critical role of digital competencies in facilitating a reflective and adaptive educational practice. Teachers’ ability to integrate digital resources, manage and protect digital content, and engage in continuous professional learning through digital means emerges as a cornerstone for educational resilience and innovation.

The SUMMIT project's findings call for a strategic approach in professional development, advocating for targeted support and resources to bolster digital competencies among Bulgarian educators. By situating the Bulgarian context within the broader European educational landscape, the research underlines the critical role of digital competencies in advancing educational excellence and innovation. This endeavor not only aims to elevate the quality of education in the digital age but also to prepare students and educators alike for the challenges and opportunities that lie ahead in the evolving digital landscape.

Keywords:

Digital competences, teacher training, secondary education.