Digital Competences in Geography and Economics in the Context of Educational Policies

The article examines digital competences in teaching general geography and economics at the Bulgarian school. Curricula have been studied in the context of digital competences, embedded in competences as expected results in geography and economics and as a reflection of educational policies. The paper also identifies and interprets the intersections of the digitization of the learning process as a key element of the modern school, digital education in the new era and horizontal dependencies, and synthesis with geography education.