FACTORS LIMITING THE INTEGRATION OF DIGITAL PRACTICES IN TEACHING AND LEARNING: ANALYSIS OF CASES IN THREE BULGARIAN SCHOOLS

The integration of digital practices in Bulgarian schools varies significantly in terms of depth and pace across the country. This study aims to identify the factors that hinder and limit the adoption of digital tools in teaching and learning. The analysis is based on qualitative data collected through in-depth interviews conducted as part of the „Digitization of Bulgarian Education“ project by a research team from Sofia University, led by Prof. Rumyana Peicheva-Forsyth. The findings reveal a strong correlation between the level of digital integration and objective factors such as school size and the type of settlement where the school is located. Digital leadership and support from school principals are crucial, particularly for smaller educational institutions. Students’ overall digital competence and access to digital devices outside of school significantly influence the adoption process. The study also highlights teachers’ reluctance to incorporate technology, often linked to funding shortages and difficulties in providing adequate digital infrastructure. The main conclusion emphasizes that, despite various external challenges, teachers’ internal motivation and understanding of the benefits of digital resources are key determinants for the successful integration of digital practices in schools.