How Does the RAT Model Help Explain Teachers’ Perceptions and Practices in Integrating Digital Technologies in Science Education?

This study examines certain aspects and levels of digital technology integration by science teachers and the influence of various factors: subject area, school size, settlement type, and teaching experience. Qualitative data from 31 Bulgarian biology, physics, and chemistry teachers were collected through interviews, lesson plan questionnaires, and classroom observations, and analyzed using the Replacement–Amplification–Transformation (RAT) model with codes as the primary unit of analysis. Coding was used to track teacher beliefs (from interviews), lesson planning (from questionnaires), and actual practice. Results are interpreted through analytic generalization rather than as statistically representative, with attention to contextual factors. Findings indicate that Amplification is the primary approach to technology integration, influencing teachers’ beliefs, lesson design, and classroom behaviors. Cross-analyses highlight the impact of context. Large schools and urban settings privilege belief-level integration and depend on self-directed learning and teamwork. Experience in teaching reveals distinct patterns: experienced educators (≥20 years, almost half the sample) tend to focus on amplification-level applications, whereas novice teachers exhibit more willingness toward transformative approaches. The results indicate that context and experience influence both the degree and the nature of technology integration, highlighting the necessity for personalized professional development to bridge the gap between beliefs and practices and encourage transformative practices. The observations highlight the implications for professional development, institutional support, and mentoring frameworks.