Bistra Mizova, Roumiana Peytcheva-Forsyth
Sofia University
Harvey Mellar
Institute of Education – University College of London
https://doi.org/10.53656/str2025-1-2-mul
Absract. This publication presents a comprehensive concept for applying a complex and integrative research approach to the question of the importance and opportunities for developing digital (general and specific) competencies in initial teacher education. The approach, which has a multi-level structure, consists of several interrelated components and addresses the combination of different ways of empirical evidence gathering on the current state of the problem of digital competencies in teacher education, was developed as part of the research methodology within the SUMMIT project exploring the level of digitalization of Bulgarian education. It was empirically validated in the context of teacher education at the largest higher education institution in Bulgaria – Sofia University. The arguments and all the key decisions underlying the design and implementation of the approach are outlined, thus contributing to expanding the possibilities for in-depth, multifaceted, and large-scale research on the field's current state in the Bulgarian context, to fill the research deficit in this field.
Keywords: complex research approach; digital competence of future teachers; teacher preparation; role of university teachers in the development of digital professional competence
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