What does the real state of digitalisation in Bulgarian education look like? Are investments in technology actually changing the way teaching and learning take place? And are schools, teachers, and future educators prepared for education in a digital environment?
These are some of the key questions explored by the DigitalEdu-SU research group at Sofia University “St. Kliment Ohridski” as part of a large-scale national study conducted between 2023 and 2026. The research was carried out within the SUMMIT project (Sofia University Marking Momentum for Innovation and Technological Transfer) and presented during the final conference of the “Digital Education” (DigitalEdu-SU) research group in April 2026. Representatives of the Bulgarian partners in the international TechWell project — the Ministry of Education and Science and EdTech Bulgaria — also took part in the event.
349 Schools and More Than 2,400 Teachers
The study is among the largest investigations of education digitalisation ever conducted in Bulgaria. The national quantitative survey included 349 schools and more than 2,400 teachers, alongside school principals, students, and parents. In addition, in-depth qualitative research was conducted in 30 schools through interviews, classroom observations, and analysis of school documentation.
The research also examined the preparation of future teachers at Sofia University through curriculum analysis, observations of university classes, and interviews with students and university lecturers.
Why Now?
The project was developed in the context of major national and European efforts aimed at the digital transformation of education. In recent years, Bulgarian schools have received substantial investments — tens of thousands of devices were provided, STEM centres were established, internet connectivity was improved, and numerous initiatives for developing digital competences were launched.
Despite these efforts, international studies continue to place Bulgaria among the EU countries with the lowest levels of digital skills. This contradiction — between investment and actual outcomes — lies at the heart of the research.
How Are Technologies Used in Schools?
One of the study’s key conclusions is that the main challenge in Bulgarian education is not the lack of technology, but the way it is used. The findings show that many schools already have solid technical infrastructure — devices, digital platforms, and internet access — yet this does not automatically lead to higher levels of “digital maturity.”
In many cases, technology remains an addition to traditional teaching methods rather than a tool that fundamentally transforms the learning process.
The Gap Between Digitalisation and Real Classroom Practice
Classroom observations reveal that digital tools are most often used for presenting content — presentations, videos, and electronic resources — while they are far less frequently used for developing critical thinking, project-based learning, creating digital products, or encouraging active student participation.
Researchers describe this phenomenon as a “declarative-practical gap” — a significant mismatch between the declared support for digitalisation and its actual implementation in everyday teaching practice.
The Main Deficit Is Pedagogical, Not Technical
A similar pattern appears in teachers’ digital competences. Most teachers assess themselves at beginner levels according to the European DigCompEdu framework. They feel confident using technologies for communication, administrative work, and sharing materials, but face difficulties with more advanced aspects of digital pedagogy — such as personalising learning, engaging students actively, fostering critical thinking, and using technologies to support deeper learning.
This suggests that the core challenge is not technical, but pedagogical.
Digital Literacy Is More Than Technical Skills
Another important finding is that students’ digital literacy should not be confused with the ability to use devices and applications. Although students are generally comfortable searching for information and using popular platforms, the research shows significantly weaker skills in evaluating information critically, online safety, responsible digital behaviour, and creating more complex digital content.
This highlights the need to view digital literacy as a key civic and professional competence rather than simply a technical skill.
Future Teachers Still Lack Integrated Digital Training
The research also places strong emphasis on teacher education. The analysis of programmes at Sofia University shows that digital technologies are mainly present in separate ICT-related courses, while they are less integrated into pedagogical and methodological subjects that shape the professional identity of future teachers.
Many students rate their own digital skills highly, yet struggle to apply them in real educational contexts — for example, when designing digital learning activities or adapting tasks to students with different needs and learning levels.
Parents Often Feel Insecure About Their Own Digital Skills
One of the project’s notable achievements is the development of PULSE — a new instrument designed to measure parents’ perceptions of schools’ digital maturity.
The findings show that parents highly value online safety and digital support for students, but many feel insecure about their own digital competences. This reveals the potential for schools to play a broader role not only in supporting students, but also in helping families develop digital literacy.
53 Scientific Publications
The project has also made a substantial scientific contribution. A total of 53 scientific publications have been published in Bulgarian and international academic journals, alongside dozens of conference presentations. The findings have been systematised in two monographs dedicated to the digitalisation of Bulgarian education.
The project also helped establish an active research community of academics and researchers from various faculties at Sofia University working in the field of digital education.
Turning Technology Into a Tool for Meaningful Learning
Perhaps the most important conclusion of the project is that successful digitalisation in education cannot be achieved through infrastructure and technology alone.
Real transformation depends on teaching practices, teacher preparation, school leadership, and the ability of the education system to turn digital tools into instruments for more meaningful, engaging, and effective learning.
More information about the project and its publications is available at:
DigitalEdu-SU Blog.
