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The digital competence is one of the key competences needed for an active and fulfilling life. In the Bulgarian secondary schools, there are subjects dedicated to the development of digital competences: Computer modeling and information technologies (CMIT) in low secondary school, informatics and information technologies (IT) in upper secondary school. Partially, the process interweaves mathematics education, too. The focus of the study is to identify good practices for effective development of the digital competences of students in the context of Bulgarian formal education. An additional goal is to identify good practices in the professional development of teachers so that they can successfully develop the digital competences of their students. A systematic literature review is presented to achieve the objectives of the study. The identified teaching methods are classified according to the target groups and the digital competences they contribute to the development of. Finally, methods are outlined that should underpin the training of teachers so that they successfully develop digital competences of their students. [ABSTRACT FROM AUTHOR]

The article precents a review of the normative framework in Bulgaria related to the development of STEM teachers' competences. It studies explicitly defined requirements: pedagogical, academic, administrative and communicative competences, as well as implicitly defined ones, integrated in National Educational Standards and students' curricula: research, team work, ICT, work on a project, management of inquiry-based learning, etc. The authors identify dimensions and aspects of STEM teachers' competences, set out the major issues for consideration in providing teachers' training, and formulate six Key messages to providers of STEM teachers' trainings and policy makers, related to forms, content, approaches and responsibilities of institutions. The goal of the research is for the results to be used in European computer-assisted blended learning teacher trainings. They provide requirements to the training design as well as to the software platforms for implementations of trainings. [ABSTRACT FROM AUTHOR]