Predominant strategies for integrating digital technologies in the training of future chemistry and biology teachers

Abstract Integrating digital technologies (DT) in education has become a key factor in enhancing student learning outcomes, particularly in science education. This study investigates the predominant strategies employed in the university training of future chemistry and biology teachers to develop their digital competencies for classroom application. Using the Synthesize Qualitative Data (SQD) model, the research examines six key strategies: role model, reflection, instructional design, peer collaboration, authentic technology experiences, and continuous feedback. A triangulated methodology including surveys, interviews, and classroom observations was applied to assess university educators’ approaches and their alignment with actual teaching practices at Sofia University St. Kliment Ohridski, the largest Bulgarian teacher training institution. The findings reveal that the role model and feedback emerge as the most widely employed strategies, while authentic technology experiences remain underutilized, likely due to the insufficient number of hours allocated for pre-graduation practice and internships, where future teachers could apply DT in real (authentic) school settings. The study highlights the need for curricular adaptations to enhance the digital competencies of future science teachers, ensuring they are equipped to integrate DT effectively into the school environment. The results provide a foundation for improving teacher education programmes and aligning pedagogical activities and practices with current technological advancements.