Integration of digital technologies in social studies education in Bulgarian schools-A comparative analysis and evaluation based on the PICRAT model.

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Bibliographic Details
Title:	Integration of digital technologies in social studies education in Bulgarian schools-A comparative analysis and evaluation based on the PICRAT model.
Authors:	Vasileva, Maya Petrova¹ mayawasileva@gea.uni-sofia.bg, Misheva, Katya Borislavova¹
Source:	Contemporary Educational Technology. Apr2026, Vol. 18 Issue 2, p1-13. 13p.
Subject Terms:	Social sciences education, Comparative studies, Educational technology, Student engagement, Educational planning, Teacher role, Digital technology
Geographic Terms:	Bulgaria
Abstract:	The present study specifically examines the integration of digital technologies in the domain of social studies education. Its main objective is to examine the current level of digital technology integration in Bulgarian schools, using social studies instruction as a case in point. In this context, the research seeks to address three key research questions (RQs): RQ1. What role does the social studies teacher play in integrating digital technologies into the instructional process? RQ2. What is the role of the student in lessons involving the integration of digital technologies in social studies education? RQ3. For what purposes and in the execution of which didactic and methodological tasks are digital technologies employed during social studies lessons? To achieve these objectives and address the RQs, a comparative analysis and evaluation are conducted based on the PICRAT model. This model is applied to assess the interplay between teachers' use of technology and students' cognitive engagement. The comparative analysis focuses on three target groups: teachers of geography and economics, teachers of history and civilizations, and teachers of philosophy and civic education. The teachers were selected on the basis of a pre-constructed quota framework, according to which a total of 32 teachers were included in the sample. The quota framework was designed to ensure sufficient diversity and scope of the collected qualitative data, necessary for a reliable analysis. Empirical data were collected in two consecutive stages: a preliminary stage (including a semi-structured questionnaire for teachers) and a main stage (including pedagogical classroom observations). The coding and analysis of the collected data were conducted using the software QDA Miner 2025, and the coding procedure comprised 19 codes grouped into five categories. The authordeveloped coding scheme was designed in accordance with the PICRAT model matrix. The findings of the study reveal a lack of intentionality, coherence, and consistency in the integration of digital technologies in social studies education in Bulgaria. Additionally, the research demonstrates that the PICRAT framework is applicable in the context of Bulgarian schools in two major ways: (1) as a tool for instructional planning, and (2) as a framework for the implementation and evaluation of social studies lessons. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The present study specifically examines the integration of digital technologies in the domain of social studies education. Its main objective is to examine the current level of digital technology integration in Bulgarian schools, using social studies instruction as a case in point. In this context, the research seeks to address three key research questions (RQs): RQ1. What role does the social studies teacher play in integrating digital technologies into the instructional process? RQ2. What is the role of the student in lessons involving the integration of digital technologies in social studies education? RQ3. For what purposes and in the execution of which didactic and methodological tasks are digital technologies employed during social studies lessons? To achieve these objectives and address the RQs, a comparative analysis and evaluation are conducted based on the PICRAT model. This model is applied to assess the interplay between teachers' use of technology and students' cognitive engagement. The comparative analysis focuses on three target groups: teachers of geography and economics, teachers of history and civilizations, and teachers of philosophy and civic education. The teachers were selected on the basis of a pre-constructed quota framework, according to which a total of 32 teachers were included in the sample. The quota framework was designed to ensure sufficient diversity and scope of the collected qualitative data, necessary for a reliable analysis. Empirical data were collected in two consecutive stages: a preliminary stage (including a semi-structured questionnaire for teachers) and a main stage (including pedagogical classroom observations). The coding and analysis of the collected data were conducted using the software QDA Miner 2025, and the coding procedure comprised 19 codes grouped into five categories. The authordeveloped coding scheme was designed in accordance with the PICRAT model matrix. The findings of the study reveal a lack of intentionality, coherence, and consistency in the integration of digital technologies in social studies education in Bulgaria. Additionally, the research demonstrates that the PICRAT framework is applicable in the context of Bulgarian schools in two major ways: (1) as a tool for instructional planning, and (2) as a framework for the implementation and evaluation of social studies lessons. [ABSTRACT FROM AUTHOR]
ISSN:	1309517X
DOI:	10.30935/cedtech/18427