Exploring Digital Pedagogical Competence in Bulgarian Teachers: Insights from a Self-Assessment Survey and their Impact on Educational Practice and Research

Roumiana Peytcheva-Forsyth, Bistra Mizova

https://doi.org/10.53656/ped2025-6.01

University of Sofia

Abstract. This study utilizes the SELFIE for Teachers instrument to assess the digital pedagogical competence (DPC) of Bulgarian teachers. Self-assessment data were collected from two successive cohorts (2024 and 2025), each employing different sampling strategies. The main objectives are to identify trends in teachers’ self-reported DPC levels and dimensions, and to investigate stable associations between DPC and selected professional and demographic variables. Results indicate that self-assessed DPC levels are predominantly low to moderate in both cohorts, highlighting the need to systematically strengthen core digital competencies. Gender consistently influences key DPC dimensions. In addition, the lack of uniform progress across the teaching profession underscores the importance of adaptable and differentiated continuing professional development approaches in the digital domain, tailored to specific contexts and individual teacher needs.

Keywords: digitalization; teachers’ digital professional competence; self-assessment; professional development

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