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The European DigCompEdu framework defines teachers’ digital competence across 22 competencies applicable to all school subjects. To determine whether a subject-specific adaptation is necessary for social studies teachers in Bulgarian schools, 32 teachers took part in semi-structured interviews. Their selection followed the methodological framework of a nationally representative study currently conducted in Bulgaria under the SUMMIT project BG-RRP-2.004-0008, funded by the EU through NextGenerationEU. For each of t...

The present study is a part of a large-scale survey and analysis of the actual state of digitalization in Bulgarian education, conducted within the framework of project SUMMIT BG-RRP-2.004-0008, funded by the EU through NextGenerationEU. The primary aim of the Project is to determine the level, developmental potential, and existing gaps in the digital competences of Bulgarian teachers, whose role is crucial in preparing contemporary generations living in the digital era. In this context, the study examines the out...

Thinking and learning are a basic prerequisite for the formation of geographical knowledge and the solving of geographical problems in geography education. They are complex processes that are influenced by a number of factors. Thoroughly modern geodidactics pays attention to their key features and fundamental interrelationships from the point of view of pedagogical psychology, refracted through the prism of geography and its spatial dimensions, in the context of which student interests have an undeniable role in d...

The concept of "learning task" is classic in the context of teaching and learning, including in geography. On the one hand, it is related to what is learned through the task, on the other - to what will be checked and evaluated. In this report, the classical conception is further developed from a geodidactic point of view. The idea is to show, firstly, that the discussions around the learning tasks are directly related to the changes in the educational policy of the state and are a consequence of them, and secondl...

The basis of the country's educational policy today is the competence approach. It is enshrined in the state‘s educational standard and respectively in the new curricula in all subjects: through the indicated expected learning outcomes in the form of competencies; through the proposed recommended percentage distribution for the different lessons; through guidelines for specific assessment methods and forms; through the sample activities that support the acquisition of key competencies and the implementation of int...