ICT TEACHING APPROACHES IN PRIMARY EDUCATION IN BULGARIA AND WORLDWIDE: A COMPARATIVE ANALYSIS AND DEVELOPMENT RECOMMENDATIONS

Abstract

The article explores various approaches to teaching Information and Communication Technologies (ICT) in primary school, with a focus on practices in Bulgaria and other countries such as Finland, the United Kingdom, Japan, the United States (Massachusetts), Russia, Spain, and Switzerland. The main approaches discussed in the paper include teaching ICT as a cross-curricular subject, as a separate subject, or as integrated into other subjects. In Bulgaria, ICT is introduced as a separate subject, "Computer Modeling", in the 3rd grade, but it is also integrated into other subjects’ curricula. However, in an international context, many countries begin ICT education as early as the 1st grade, using cross-curricular and integrative approaches to develop basic digital skills and critical thinking in students. Another focus in ICT education is on game-based learning and internet safety. The analysis highlights the need for earlier and more systematic ICT instruction in Bulgarian schools, as well as the need for better methodological support for teachers, to build a solid foundation for future technological development. The adoption of best practices from other countries is recommended for more effective and comprehensive development of students' digital competences.