The digital transformation of traditional education leads to a change in the classical idea of the content and structure of the teacher's professional competence. The ability of teachers to teach with high quality is undoubtedly a key and very significant part of it, but in the conditions of the dynamic change of the environment – both in the real classroom and also in the increasingly used virtual one, it changes dynamically and develops with the help of new funding. The last three years, after March 2020, have created favorable conditions for enriching the pedagogical competence of teachers with a set of digital tools. Digitization has led to the enrichment of the technological toolkit of Bulgarian teachers with online-based educational resources, but also with authored exercises, assignments, tests, products and programs for gathering information about knowledge and opinions.
The paper presents the results of three of the authors author’s empirical studies conducted in 2018, 2020 and 2022, and related to the use of electronic resources for educational purposes.