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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| Title: | 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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| 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] |
| Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194797916 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Integration of digital technologies in social studies education in Bulgarian schools-A comparative analysis and evaluation based on the PICRAT model. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Vasileva%2C+Maya+Petrova%22">Vasileva, Maya Petrova</searchLink><relatesTo>1</relatesTo><i> mayawasileva@gea.uni-sofia.bg</i><br /><searchLink fieldCode="AR" term="%22Misheva%2C+Katya+Borislavova%22">Misheva, Katya Borislavova</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Contemporary+Educational+Technology%22">Contemporary Educational Technology</searchLink>. Apr2026, Vol. 18 Issue 2, p1-13. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Social+sciences+education%22">Social sciences education</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+planning%22">Educational planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Bulgaria%22">Bulgaria</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30935/cedtech/18427 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 1 Subjects: – SubjectFull: Social sciences education Type: general – SubjectFull: Comparative studies Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Educational planning Type: general – SubjectFull: Teacher role Type: general – SubjectFull: Digital technology Type: general – SubjectFull: Bulgaria Type: general Titles: – TitleFull: Integration of digital technologies in social studies education in Bulgarian schools-A comparative analysis and evaluation based on the PICRAT model. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Vasileva, Maya Petrova – PersonEntity: Name: NameFull: Misheva, Katya Borislavova IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1309517X Numbering: – Type: volume Value: 18 – Type: issue Value: 2 Titles: – TitleFull: Contemporary Educational Technology Type: main |
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