The aim of the project is through digital transformation and the use of the capabilities of Web 4.0, to support the teaching of Bulgarian to students who live and study in a foreign language environment or whose mother tongue is different, who are taught in the Bulgarian Language (BL) and Bulgarian as a Second (BLS) modules of the curriculum. This aim is realized through the development of methodological ideas and interactive electronic resources for children aged 5–7 age in the pre-literacy module and for students in grades 1-4 (7-10 years old or level A 1 - A2 (A1.1, A1.2, A2.1. and A2.2) of the CEFR. The opinion of 245 Bulgarian language teachers from 138 schools around the world was previously surveyed with the kind assistance of the Ministry of Education, Science and Technology, Directorate of the Bulgarian Language and Literature. In addition, we wanted to train Bulgarian language teachers in kindergarten /pre-literacy stage/ and in primary grades to independently develop electronic resources and test them daily in their practice. They themselves acquired trainer competencies and are expanding the project activities by training colleagues from the countries in which they live and work.
In recent years, there have been significant migration processes in Europe, as a result many Bulgarians live and work abroad and their children study in a foreign language environment and experience difficulties in learning Bulgarian. In many countries, there are Bulgarian schools and other organizations that educate students with different levels and motivation for learning the language. The audience is heterogeneous and consists of bilinguals for whom Bulgarian is the first or second language. Therefore, schools feel the need for developed materials for teaching Bulgarian to children for whom it is not their native language, but a second language. As a result of these processes, the following main goal was set: To support foreign language teaching in Bulgarian as a second language to children of different ages, studying without the presence of an intermediary language, through an appropriate combination of methods for active and passive learning of a foreign language. During the application period, there were still no approved curricula for learning Bulgarian as a second language. To this day, no textbooks have been developed and digital resources by topics and levels will fill this vacuum.