This study explores the digital competence of foreign language teachers in Bulgarian secondary education by focusing on the institutional context of which they are a part, the strengths and gaps of their competence, and their levels of competence. It draws upon empirical data that were collected and analyzed within an integrated, dual-instrument framework, combining the SELFIE (Self-reflection on Effective Learning by Fostering the Use of Innovative Educational Technologies) and SELFIE for TEACHERS (Self-reflection on Effective Learning by Fostering the Use of Innovative Educational Technologies for Teachers) EU-aligned assessment tools. The results from the questionnaire data show that the foreign language teachers state that they work in a relatively good technological environment and evaluate the usage of digital technologies for teaching and communication purposes within the school context as a salient aspect of their digital competence. The results also reveal three areas in the study participants’ digital competence that are in need of improvement: (1) empowering learners/personalizing the educational process, (2) assessment and (3) facilitating learners’ digital competence. In addition, the findings indicate that the foreign language educators rate their digital competence at a low to medium level. By blending institutional and teacher-oriented perspectives into a single integrated study of Bulgarian secondary school foreign language teachers, this investigation extends the existing research and makes evidence-based recommendations for institutional capacity building, teacher education policy and targeted professional development aimed at improving the educators’ digital competence.
Dimova et al. (Mon,) studied this question.