The Influence of Teacher Trainers' Attitudes towards Digitalization on Their Digital Practices
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| Title: | The Influence of Teacher Trainers' Attitudes towards Digitalization on Their Digital Practices |
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| Language: | English |
| Authors: | Maria Stoyanova Petkova (ORCID |
| Source: | International Journal of Adult Education and Technology. 2026 17(1). |
| Availability: | IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/ |
| Peer Reviewed: | Y |
| Page Count: | 35 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Teacher Attitudes, Educational Technology, Technology Integration, Preservice Teacher Education, Foreign Countries, Computer Uses in Education, Technology Uses in Education |
| Geographic Terms: | Bulgaria |
| DOI: | 10.4018/ijaet.401378 |
| ISSN: | 2643-7996 2643-8003 |
| Abstract: | This study examines university lecturers' attitudes toward digitization in higher education and how they influence their actual practices in the teachers' training. Sixty-two lecturers participated in the study. A methodology involving interviews and classroom observations was used to identify similarities and differences in university lecturers' strategies for integrating digital technologies in teaching. The study provides a reliable picture of lecturers' attitudes toward digital technologies in the training of future teachers, as well as their approaches to their integration into real practice. A correlation was found between lecturers' attitudes and the range and diversity of digital practices. Lecturers who exhibited positive and critical attitudes incorporated more interactive and creative teaching activities, whereas those with neutral or pragmatic attitudes tended to adopt more limited use of digital tools. The study highlights the need to improve digital practices in teacher training programs in Bulgaria by encouraging university lecturers to participate in lifelong learning activities focused on the field of digital pedagogical competence. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505721 |
| Database: | ERIC |
| Abstract: | This study examines university lecturers' attitudes toward digitization in higher education and how they influence their actual practices in the teachers' training. Sixty-two lecturers participated in the study. A methodology involving interviews and classroom observations was used to identify similarities and differences in university lecturers' strategies for integrating digital technologies in teaching. The study provides a reliable picture of lecturers' attitudes toward digital technologies in the training of future teachers, as well as their approaches to their integration into real practice. A correlation was found between lecturers' attitudes and the range and diversity of digital practices. Lecturers who exhibited positive and critical attitudes incorporated more interactive and creative teaching activities, whereas those with neutral or pragmatic attitudes tended to adopt more limited use of digital tools. The study highlights the need to improve digital practices in teacher training programs in Bulgaria by encouraging university lecturers to participate in lifelong learning activities focused on the field of digital pedagogical competence. |
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| ISSN: | 2643-7996 2643-8003 |
| DOI: | 10.4018/ijaet.401378 |
