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

Oct 15, 2026

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The study examines how digital technologies are integrated into social studies education in Bulgarian schools, with social studies instruction used as the focal case. The research evaluates the current integration level and addresses three questions: the role of the teacher, the role of students, and the purposes for which technologies are used in didactic and methodological tasks. Comparative analysis is conducted using the PICRAT model, assessing teacher technology use and students’ cognitive engagement.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

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ARTICLE INFO

Received and accepted dates

Abstract and keywords

INTRODUCTION

Rationale and contexts for technology integration

Overview of the PICRAT model and its rationale

Contemporary Educational Technology, 2026, 18(2), ep649 ISSN: 1309-517X (Online) OPEN ACCESS Research Article Integration of digital technologies in social studies education in Bulgarian schools–A comparative analysis and evaluation based on the PICRAT model Maya Petrova Vasileva 1* 0000-0002-5514-9756 Katya Borislavova Misheva 1 0000-0002-6963-0997 1 Sofia University, Sofia, BULGARIA * [Corresponding author:](Corresponding author: mayawasileva@gea.uni-sofia.bg)[ mayawasileva@gea.uni-sofia.bg](Corresponding author: mayawasileva@gea.uni-sofia.bg) Citation: Vasileva, M. P., & Misheva, K. B. (2026) . Integration of digital technologies in social studies education in Bulgarian schools–A comparative analysis and evaluation based on the PICRAT model. Contemporary Educational Technology, 18(2), Article ep649. [https://doi.org/10.30935/cedtech/18427](https://doi.org/10.30935/cedtech/18427) ARTICLE INFO ABSTRACT Received: 25 Jul 2025 Accepted: 23 Feb 2026 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. Keywords: digital technologies, social studies education, PICRAT model, teaching, learning, functions of digital technologies Author Note: This study is part of a comprehensive research initiative designed to evaluate the current state of digitalization in Bulgarian education. This initiative is conducted under the auspices of the SUMMIT project (BG-RRP-2.004-0008), which is financed by the European Union through NextGenerationEU and the National Recovery and Resilience Plan. The project is spearheaded by Prof. Roumiana Peycheva-Forsyth, PhD. INTRODUCTION The integration of technology into social studies edu

FAQs

What is the main objective of the study?

To examine the current level of digital technology integration in Bulgarian schools, using social studies instruction as the case.

Which research questions does the study address?

It asks about the social studies teacher’s role, the student’s role in technology-integrated lessons, and the purposes and tasks for which digital technologies are used.

How is the PICRAT model used in the analysis?

The model evaluates the interplay between teachers’ technology use and students’ cognitive engagement, and it is applied to assess planning as well as implementation and evaluation of social studies lessons.

Oct 15, 2026

Upload by jayni