From Formal to Operational

A Triangulated Analysis of Policy, Practice, and Perception Regarding Digital Competence Development in Mathematics and IT Teacher Education

Bibliographic Data

ID22043990
AuthorsNikolina Nikolova (0000-0003-4530-8685, Sofia University "St. Kliment Ohridski"), Borislava Kirilova (0000-0002-4916-2233, Sofia University "St. Kliment Ohridski", corresponding author), Pencho Mihnev (0000-0002-2348-4453, Sofia University "St. Kliment Ohridski"), Temenuzhka Zafirova-Malcheva (0000-0001-7090-6682, Sofia University "St. Kliment Ohridski"), Maria Petkova (0000-0002-4833-8508, Sofia University "St. Kliment Ohridski")
Year2026
Volume16
Issue2
Pages272
Publication date2026-02-09
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci16020272
OpenAlexW7128367091
LanguageEN
References cited17

The digital transformation of education necessitates the integration of digital competences into teacher training programs, particularly in subjects such as mathematics, informatics and information technologies. This study explores how digitalisation influences the development of digital competences among pre-service teachers at the Faculty of Mathematics and Informatics of Sofia University St. Kliment Ohridski. This article uses a triangulated research approach, combining curriculum documentation, faculty self-assessments and classroom observations, to examine the alignment between the ideal, formal, perceived, operational and experiential levels of digital competence development, based on John Goodlad’s five-level curriculum typology and Jo Tondeur’s SQD 2.0 model. The findings reveal significant discrepancies between the intended, the implemented and the experienced curriculum. Although ICT-focused disciplines strongly embed digital competences, non-ICT subjects show fragmented and inconsistent integration. Faculty staff self-assessments indicate high confidence in creating digital resources and assessment strategies, gaps persist in reflective practice, computational thinking, inclusion and self-regulated learning. Classroom observations confirm limited use of emerging technologies and insufficient development of collaborative digital learning environments. The study underscores the gap between policy requirements, faculty practices and classroom realities. The discussion emphasizes the need for systemic reforms in teacher education, offering insights for policymakers, curriculum designers and training programs

Curriculum · Digital transformation · Experiential learning · Informatics · Perception · Teacher education · Technology integration · Typology · Digital literacy in education · Gender and Technology in Education · Innovative Educational Technologies

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