The Role of Sustainable Education and Digital Competence in the Relationship Between Teachers’ TPACK Levels and Performance Self-Assessments

Abstract

Teachers’ 21st century technological pedagogical content knowledge affects their performance self-evaluations, and it is considered that their attitudes towards sustainable education disposition and their digital competencies may also have an impact on their performance self-evaluations and thus may significantly affect these relationships. In this study, it was aimed to examine the effect of teachers’ 21st century technological pedagogical content knowledge on their performance self-evaluations, and the moderating role of digital competencies mediated by sustainable educational disposition in the model established for this purpose was examined. The research sample consisted of 478 teachers (305 female (63.8) and 173 (36.2) male teachers) working in various fields in schools in Türkiye. Within the scope of the research, data analyses were carried out in SPSS 21 and PROCESS Macro package programs using Model 4 and Model 58 developed by Hayes (2022). As a result of the analyses, it was seen that sustainable education tendencies had a mediating role in the relationship between teachers’ 21st-century technological pedagogical content knowledge and their performance self-evaluations. In addition to this, it was seen that 21st-century technological pedagogical content knowledge, sustainable educational dispositions and performance self-evaluations depend on the level of digital competencies.

1. Introduction

In contemporary education systems shaped by globalization and digital transformation, the incorporation of technology into pedagogical structures has become an essential requirement. Propelled by the imperatives of the information era, technological progress has reshaped instructional methodologies and necessitated a fundamental reconfiguration of teacher competencies [1]. Within this shifting educational landscape, the Technological Pedagogical Content Knowledge (TPACK) model stands out as a critical framework that synthesizes content expertise, pedagogical strategies, and technological integration [2]. An expanding body of empirical research highlights TPACK’s pivotal role in improving instructional effectiveness and enhancing student learning outcomes [3,4]. Educators with advanced TPACK capabilities tend to exhibit heightened professional self-efficacy and performance, indicating that TPACK functions not merely as a theoretical model but as a practical determinant of success in the classroom [5]. Notably, the TPACK-21 framework developed by [6] incorporates key 21st-century skills—such as critical thinking, collaboration, and digital literacy—into the original TPACK domains, offering a multidimensional approach to assessing teacher preparedness in technology-enriched learning contexts.

Teacher self-evaluation has increasingly been adopted as a reflective tool that supports educators in recognizing their strengths and identifying areas for professional development [7]. Within this framework, TPACK may be regarded as a central construct influencing performance self-assessment. Nonetheless, emerging research suggests that additional constructs—specifically sustainable education disposition and digital competence—may play mediating or moderating roles in this relationship. Sustainable education encompasses pedagogical approaches that prioritize environmental stewardship, social justice, and long-term economic viability. Educators who internalize sustainability principles often engage in inclusive, transformative teaching practices that align with global education for sustainable development objectives [8,9,10]. In parallel, the concept of digital competence—articulated in [11]—refers to educators’ ability to critically and effectively apply digital tools to enrich teaching and learning. Recent studies emphasize that digital competence substantially contributes to pedagogical innovation, teacher engagement, and instructional efficacy [12,13].

This study examines the impact of teachers’ 21st-century technological pedagogical content knowledge on their performance self-evaluations. It also analyzes whether sustainable educational dispositions play a mediating role in this relationship and how digital competencies affect the process as a factor in the relationship. With this research, how teachers’ 21st-century TPACK levels affect their performance, and how their performance is affected in the context of sustainable education disposition and digital competence, are presented as a model. The research aims to reveal how to support teachers’ education and professional development processes in the context of the requirements of the age as a model. In this respect, the research offers important implications for the development of educational policies and the improvement of teacher education programs. Especially in line with the requirements of the digital age, teachers’ adoption of technology-supported teaching processes and developing their digital skills, developing their tendency towards sustainability in education and thus becoming more competent in their professional performance as a result of this process.

2. Literature Review

2.1. Technological Pedagogical Content Knowledge (TPACK) and Teacher Performance

Technological Pedagogical Content Knowledge (TPACK), conceptualized by Mishra and Koehler [1], represents the convergence of three essential domains of instructional expertise: content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). Expanding upon [14]’s foundational notion of Pedagogical Content Knowledge (PCK), the TPACK model incorporates technology as a critical third dimension, aimed at assisting educators in developing instructional practices aligned with the complexities of 21st-century teaching environments [15]. Rather than addressing these domains in isolation, the TPACK framework emphasizes the fluid and reciprocal interactions among them. From this intersection emerge seven distinct constructs: Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and the fully integrated TPACK. These components serve not only to assess whether educators can utilize technological tools, but more importantly, to evaluate how and why they apply these tools in pedagogically sound and contextually relevant ways [16]. Consequently, TPACK should be understood not as a technical skill set, but as a conceptual framework for informed and reflective instructional decision-making.

A consistent stream of research evidence has confirmed the positive impact of TPACK on the design and implementation of effective teaching practices. The model’s emphasis on intentional and strategic use of technology enables the cultivation of adaptive, student-centered learning environments that mirror contemporary instructional expectations [17,18]. In doing so, TPACK fosters professional growth by equipping educators with the theoretical and practical tools necessary for pedagogical innovation [19]. Teachers with robust TPACK competencies are often observed to exhibit stronger classroom management skills, greater student engagement, and more sophisticated instructional planning [20,21]. Similarly, empirical work by [4] revealed a statistically significant correlation between pre-service teachers’ TPACK levels and their instructional effectiveness, thereby reinforcing the practical relevance of the framework. Beyond instructional performance, TPACK is also strongly linked to educators’ beliefs about their own teaching efficacy and their perceived ability to integrate technology in meaningful ways. Teachers who possess advanced TPACK capabilities are generally more adept at selecting appropriate technological tools, redesigning learning environments, and addressing pedagogical challenges efficiently [22]. Effective technology integration, therefore, is often contingent upon a solid foundation in both pedagogical and technological knowledge, in conjunction with a high level of teacher self-efficacy—a trait shaped by experience, emotional readiness, and confidence [23,24].

Considering the growing emphasis on 21st-century learning outcomes, TPACK also plays a pivotal role in enabling teachers to foster students’ skills in critical thinking, collaboration, digital literacy, and problem-solving [6,25]. Educators with well-developed TPACK are more likely to integrate these competencies into their instructional practices in meaningful and sustained ways. To support the evaluation of TPACK in real-world teaching contexts, several measurement tools have been developed. The TPACK-21 instrument created by [6] presents a comprehensive approach by merging traditional TPACK constructs with 21st-century competencies. Furthermore, [26] proposed an advanced assessment model utilizing psychometric methods to examine teachers’ perceived TPACK proficiency with greater precision.

2.2. Sustainable Education Disposition

Sustainable education extends beyond the conventional transmission of knowledge, aiming instead to nurture individuals who are not only informed but also empowered to take active responsibility for environmental protection, social equity, and the well-being of future generations. This pedagogical approach encourages learners to develop the values, competencies, and long-term perspectives necessary to engage constructively with global sustainability challenges. As noted by [27], sustainable education involves equipping individuals with the capabilities required to make meaningful contributions to sustainable development. Within this framework, education is reconceptualized as a transformative process that actively shapes learners’ worldviews and ethical orientations [8,28]. Whether such transformation materializes within classroom settings largely depends on teachers’ individual values and instructional philosophies. This is where the concept of sustainable education disposition becomes especially relevant. It refers to educators’ awareness of, inclination toward, and commitment to integrating sustainability-oriented principles into their pedagogical practice. Ref. [10] identify four core dimensions that shape this disposition: ecological awareness, pedagogical orientation, commitment to social justice, and receptiveness to innovation and digital tools.

Empirical studies have consistently demonstrated a positive association between teachers’ sustainable education dispositions and various indicators of professional effectiveness. This disposition has been linked to improved student outcomes, stronger classroom management, enhanced teacher–student relationships, and higher overall instructional quality [29,30,31]. As such, it may be considered a key predictor of instructional success. However, developing such a disposition is not merely a matter of individual intent or awareness. Institutional support, particularly within teacher education programs, plays a vital role. To this end, sustainability-oriented pedagogy should be systematically embedded into teacher training through experiential learning, reflective practices, and interdisciplinary content [30,32,33]. Such integration can help prepare a new generation of educators who not only understand the principles of sustainability but actively embody and promote them in their daily teaching practices.

2.3. Digital Competence

In recent years, digital competence has evolved from being a beneficial asset for educators to an essential professional requirement. As schools and educational systems continue to integrate technology at an accelerated pace, teachers are expected not only to use digital tools but to do so in pedagogically meaningful ways that enhance student engagement and support learning objectives. The current understanding of digital competence extends beyond basic operational skills, encompassing critical thinking, creativity, adaptability, and ethical use of digital resources [11]. For many educators, digital competence functions as a crucial link between traditional teaching practices and the demands of contemporary classrooms. Teachers who possess confidence in using digital tools often demonstrate greater instructional flexibility, engage in pedagogical experimentation, and design more interactive and learner-centered activities [34]. Furthermore, such competence contributes to positive self-perceptions of teaching performance, reinforcing both professional motivation and self-efficacy [12].

A growing body of research affirms the connection between digital competence and teachers’ professional identity. Educators with higher levels of digital fluency report greater confidence in their ability to deliver effective instruction, support students’ digital skill development, and adjust their teaching strategies to meet diverse learner needs [35,36,37]. It is also important to recognize that digital competence involves more than technological efficiency. According to [38], it includes ethical digital behavior, the capacity for critical evaluation of content, and the promotion of inclusive and responsible digital engagement. A digitally literate teacher not only incorporates technology into instruction but also models appropriate digital citizenship, fostering students’ critical awareness and responsible use of digital tools. To guide the cultivation of digital competence among educators, structured frameworks such as DigCompEdu have been developed. This framework provides a comprehensive overview of how digital skills can be fostered across various teaching domains, including lesson design, communication, assessment, and collaborative work [11]. Rather than prescribing a one-size-fits-all approach, DigCompEdu supports teachers in tailoring their use of technology to suit their specific educational goals, learner profiles, and institutional contexts. Recent studies have increasingly positioned digital competence as both a mediating and moderating variable in the relationship between pedagogical practice and teaching effectiveness. When teachers possess both digital confidence and instructional expertise, they are more likely to adopt innovative methods and evaluate their own performance positively [13,39]. This synergy of competence and confidence may well define what it means to teach effectively in the digital era.

2.4. The Current Study

As far as the researchers have examined, there is no study in which sustainable education tendency and digital competence are examined in the relationship between technological pedagogical content knowledge and performance self-assessment. Within the scope of the research conducted in this direction, the relationship between technological pedagogical content knowledge and performance self-assessment was considered to be important and the effect of sustainable education and digital competence on this relationship was examined. In the model created in this context, firstly, the mediating role of sustainable education disposition between technological pedagogical content knowledge and performance self-evaluation was examined. In the second step, the moderating role of digital competence in the relationship between technological pedagogical content knowledge and performance self-assessment mediated by sustainable educational disposition was examined. The research hypotheses determined in this direction are as follows.

Research Hypothesis 1:

The 21st-century sustainable education disposition has a mediating role between technological pedagogical content knowledge and performance self-assessment.

Research Hypothesis 2:

Digital competence has a moderating role in the relationship between technological pedagogical content knowledge and performance self-assessment mediated by the sustainable education disposition. The model created in the context of the research hypotheses is shown in Figure 1

3. Materials and Methods

3.1. Research Sample

The sample of this study consisted of 478 teachers, 305 female (63.8) and 173 male (36.2), who were teaching in Türkiye in the 2024–2025 academic year. An online form was created through Google Forms to collect data for the study. In addition to the scales of the variables examined within the scope of the research, the form included a demographic information form in which information such as gender and professional experience of the participants was obtained. The form was delivered to the participants using the snowball sampling method. In the introduction of the form, it was stated that participation was voluntary and that the confidentiality and reliability of the information provided would be ensured. It was also stated that the participants could stop filling out the form at any point in the study if they did not want to. Since each question was marked as compulsory, there was no missing data in the study. Demographic information about the research sample is presented in

Table 1. Demographic data.

		N (%)
Gender	Female	305 (63.8)
	Male	173 (36.2)
Professional experience	1–4 years	260 (54.4)
	5–8 years	65 (13.6)
	9–12 years	24 (5.0)
	13–26 years	35 (7.3)
	17 years and more	94 (19.7)
Faculty	Faculty of Education	336 (70.3)
	Faculty of Science and literature	99 (20.7)
	Others	43 (9.0)
Total		478 (100.0)

.

3.2. Data Collection Tools

Teachers’ Digital Competence Scale: The scale developed by [40] for the evaluation of teachers’ digital competencies consists of 19 items and one sub-dimension. In the validity and reliability analyses of the scale, it was reported that the scale had good fit values [χ²/sd: 1.94, CFI: 0.98, NFI: 0.95, RMSEA: 0.07] and the Cronbach Alpha internal consistency coefficient was 0.94, indicating that the scale was a valid and reliable measurement tool. In this study, the reliability value was found to be high (α = 0.94).

Sustainable Education Disposition Scale: The scale developed by [29] to measure the level of sustainable education tendency of schools consists of 32 items in a 5-point Likert scale and one dimension. In the validity and reliability analyses of the scale, it was reported that the scale had good fit values [χ²/sd: 2.77, CFI: 0.97, NFI: 0.95, RMSEA: 0.09] and the Cronbach Alpha internal consistency coefficient was 0.96, indicating that the scale is a valid and reliable measurement tool. Within the scope of this study, the reliability value of the scale was found to be high (α = 0.97).

Teacher Performance Self-Evaluation Scale: The scale developed by [41] to assess teachers’ performance self-evaluations consists of 20 items in a 5-point Likert scale and four sub-dimensions: preparation and planning, instructional service, measurement and evaluation, and professional responsibility. In the validity and reliability analyses of the scale, it was reported that it had acceptable fit [χ²/sd: 1.79, GFI: 0.92, CFI: 0.94, IFI: 0.94, AGFI: 0.91, RMSEA: 0.04]; Cronbach’s Alpha internal consistency coefficient was 0.91 for the whole scale and the values of the sub-dimensions ranged from 0.71 to 0.81, indicating that it was a valid and reliable measurement tool. Within the scope of this study, the reliability of the scale was found to be high (α = 0.92).

The 21st Century Skills TPACK Scale: The scale developed [6] aiming to measure the knowledge level of pre-service teachers in the related field by integrating the 21st century skills of teachers and the TPACK skills that pre-service teachers should have, consists of 38 items in 6-point Likert scale and seven sub-dimensions: pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, technological pedagogical content knowledge, content knowledge, pedagogy knowledge and technology knowledge The Turkish adaptation of the scale was conducted by [42] and the validity and reliability analyses revealed that the scale had good fit values [χ²/df = 1.75, RMSEA = 0.04, CFI = 0.98 and TLI = 0.98]. The Rasch person reliability coefficient value examined for the evaluation of the reliability of the scale was 0.90, and it was concluded that the use of the scale in Turkish culture is valid and reliable. In this study, only content knowledge, pedagogy knowledge and technology knowledge dimensions of the scale were used. Within the scope of this study, the reliability of the scale was found to be high (α = 0.95).

3.3. Data Analysis

A mediated moderation model was created to test the hypotheses determined within the scope of the research. Moderation model occurs when another variable mediates the regulatory effect between two variables [43]. In this direction, firstly, the mediation model was tested by using PROCESS Model 4 to test H1, and then the moderating variables were included in the mediation model by using PROCESS Model 58 to test Hypothesis 2 and the integrated model was tested. Model 4 is the model in which the mediating effect of another variable affecting the relationship between the dependent variable and the independent variable is evaluated (Figure 2) [44].

Model 58 is the model in which the moderating effect of another variable that affects the direction and strength of the mediating variable that is effective in the relationship between the dependent variable and the independent variable is tested. (Figure 3) [44].

In mediation analyses, the criteria proposed by [45] for the relationship between variables were taken as reference.

4. Results

Descriptive statistics and correlation table of the data collected within the scope of the research are presented below (

Table 2. Descriptive statistics and correlation table.

	Mean (sd)	Skew.	Kurt.	1	2	3	4
Technological Pedagogical Content Knowledge	68.00	−0.84	0.52	1	0.649 **	0.653 **	0.466 **
Digital Competence	70.93	−0.44	0.13		1	0.719 **	0.515 **
Teachers’ Performance Self-Evaluation	77.18	0.28	0.70			1	0.529 **
Sustainable Education Disposition	123.20	−0.61	1.43				1

** p < 0.01.

).

When the skewness kurtosis values were examined to determine whether normality was ensured in the data set obtained within the scope of the research, it was seen that the values obtained were within the acceptable range (Skewness < |3| and Kurtosis < |10|; [46]) and therefore the data were normally distributed. When the correlation values were examined, it was seen that there were significant positive relationships between all of the variables examined within the scope of the research (p < 0.01).

Within the scope of the research, data analyses were conducted using PROCESS Model 4 to evaluate Hypothesis 1, which was determined as “There is a mediating role of sustainable education tendency between technological pedagogical content knowledge and performance self-assessment” (Figure 4). The findings obtained in line with the analysis are presented in Figure 4.

When Figure 4 is examined, it is seen that technological pedagogical content knowledge has a direct, positive, significant effect on sustainable education disposition (β = 0.82, p < 0.001) and performance self-evaluation (β = 0.35, p < 0.001). In addition, sustainable education disposition has a significant positive effect on performance self-evaluation (β = 0.11, p < 0.001). With the addition of sustainable education disposition to the model, it was observed that technological pedagogical content knowledge had a significant positive effect on performance self-evaluation, but this effect decreased compared to the direct effect. Therefore, it was evaluated that sustainable educational disposition had a partial mediating role in the relationship between technological pedagogical content knowledge and performance self-evaluation (indirect effect = 0.353, SE = 0.025, p < 0.001, 95%CI [0.304–0.403]).

Within the scope of the research, data analyses were conducted using PROCESS Model 58 to evaluate Hypothesis 2, which was established as “Digital competence has a moderating role in the relationship between technological pedagogical content knowledge mediated by sustainable education disposition and performance self-assessment” (Figure 4). The findings are presented in

Table 3. The moderating role of digital competence in the relationship between technological pedagogical content knowledge and performance self-evaluation mediated by sustainable education disposition.

	R2	F	β	SE	t	p	LLCI	ULCI
Model 1	0.564	73.801 **
TTPACK			−0.909	21.658	6.140	0.000	90.426	175.542
DC			−0.612	0.331	−1.847	0.065	−1.262	−0.243
TTPACK × DC			0.019	0.004	4.003	0.000	0.009	0.028
Model 2	0.780	184.445 **
TTPACK			0.198	0.026	7.535	0.000	0.146	0.249
SED			−0.125	0.050	−2.514	0.012	−0.224	−0.027
DC			−0.022	0.089	−0.246	0.805	−0.198	0.154
SED × DC			0.002	0.000	3.929	0.000	0.001	0.004

TTPACK: technological pedagogical content knowledge DC: digital competence, SED: sustainable education disposition, ** p < 0.01.

. Table 3 presents the findings that sustainable educational disposition mediates the relationship between technological pedagogical content knowledge and performance self-evaluation and digital competence has a moderating role.

When Table 3 is examined, it is seen that technological pedagogical content knowledge has a significant effect on sustainable education disposition (β = 0.175, p < 0.01) and digital competence (β = 0.175, p < 0.01) within the scope of Model 1. In addition, the interaction effect of technological pedagogical content knowledge and digital competence had a significant positive effect on sustainable education disposition (β = 0.019, p < 0.01). When Model 2 is examined, it is seen that technological pedagogical content knowledge (β = 0.198, p < 0.01) and continuing education disposition (β = −0.125, p < 0.01) have a significant effect on teacher performance self-evaluation. However, the effect of digital competence on teacher performance self-evaluation was insignificant (β = −0.022, p > 0.01). The interaction effect of sustained educational disposition and digital competence had a significant positive effect on teacher performance self-evaluation (β = 0.002, p < 0.01). Therefore, the contribution of both interaction effects to the model is statistically significant (p < 0.01). The interaction effect of digital competence is shown in Figure 5 and Figure 6.

When Figure 5 is analyzed, it is seen that the increase in the tendency towards sustainable education is significant at both low and high levels of digital competence. Accordingly, as the level of digital competence increases (M + 1SD), a positive slope (simple slope = 0.660, t = 6.041, p < 0.01), which indicates that when digital competence is at the highest level, the tendency towards sustainable education also reaches the highest level (simple slope = 0.660, t = 6.041, p < 0.01). In addition, when digital competence is low, the predictive effect of technological pedagogical content knowledge on the tendency towards sustainable education decreases (simple slope = 0.214, t = 2.161, p < 0.01).

The increase in performance self-evaluation was not significant at the low level of digital proficiency (simple slope = 0.030, t = 1.911, p > 0.05), and Figure 6 shows the medium and high levels of digital proficiency. Accordingly, it was observed that the increase in performance self-evaluation was significant at medium and high levels of digital competence. Accordingly, there is a positive trend as the digital proficiency level increases, indicating that when digital proficiency is at the highest level, performance self-evaluation is at the highest level (simple slope = 0.092, t = 6.115, p < 0.01). However, when digital proficiency is at the medium level (M), the predictive effect of sustainable education disposition on performance self-evaluation weakens (simple slope = 0.070, t = 5.286, p < 0.01).

5. Discussion

This study sheds light on the multifaceted nature of contemporary teacher competencies by examining how 21st-century Technological Pedagogical Content Knowledge (TPACK) levels influence teachers’ performance self-evaluations within the context of sustainable education orientation and digital competence. In an era marked by rapid digitalization and sustainability-driven transformation, contemporary education systems expect teachers not only to possess content knowledge but also to design integrative instructional strategies that align with technological integration, digital competence, and the principles of sustainable education [1,34].

In line with the first hypothesis of the study, it was found that sustainable education orientation plays a mediating role in the relationship between 21st-century TPACK and teacher performance. This finding underscores that TPACK, when integrated with pedagogical values, yields more robust effects beyond its direct influence on instructional competence. While [1]’s original TPACK model situates instructional effectiveness at the intersection of technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), [6] extended this framework by incorporating 21st-century skills to develop the TPACK-21 model, highlighting its connection to teacher performance outcomes. The results of the current study revealed that teachers with higher 21st-century TPACK levels also exhibited higher sustainable education orientation scores. This finding aligns with the results of Lozano et al. [33], which emphasize that competencies related to education for sustainable development must be integrated not only with pedagogical knowledge but also with ethical awareness, systems thinking, and social responsibility. Similarly, [30] found a positive relationship between teachers’ sustainability orientations and their instructional strategies and student engagement. This study offers an original contribution to the literature by demonstrating that the effect of TPACK on teacher performance is reinforced by teachers’ sustainability orientations. The contribution of sustainable education orientation to performance was also evidenced by [31], who emphasized the significance of teachers internalizing sustainability values and implementing them in classroom practice to foster sustainability awareness among students. Accordingly, 21st-century TPACK should not merely be seen as a technical competency, but rather as a conceptual framework that enables the transfer of pedagogical-ethical values into classroom practices through technology [21]. As such, it represents a critical competency domain that predicts teacher performance.

The second hypothesis of the study revealed that digital competence moderates the mediating role of sustainable education orientation in the relationship between TPACK and performance. This finding is consistent with previous studies that underscore both the direct and indirect impacts of digital competence on instructional performance. A systematic review by [39] reported that digital competence is not limited to technical skills but also plays a decisive role in student achievement, teacher motivation, and pedagogical creativity. Ref. [47] found a statistically significant relationship between teachers’ levels of digital competence and their self-efficacy and pedagogical resilience. In this regard, our study meaningfully illustrates that when digital competence is high, the mediating role of sustainable education orientation in the TPACK-performance relationship becomes more significant and impactful. This interaction demonstrates how the dimensions of digital competence outlined in the DigCompEdu framework—such as the use of digital resources, pedagogical integration, digital safety, and assessment—structure teacher performance [34]. Ref. [48] observed that pre-service teachers generally possess moderate levels of digital competence, limiting their effective use of digital tools in instruction. In this context, the proposed model of our study reveals that digital competence is not merely an individual skill, but rather one that is directly related to teachers’ pedagogical value orientations and technological integration capacity. The TPACK-21CQL model developed by [21] emphasizes that teachers’ technological design beliefs are shaped by their sustainability orientation and levels of digital literacy. In accordance with this model, the mediating and moderating model developed in this study holds unique value by illustrating the dynamic interaction between these three constructs. When considered alongside the CSCT framework [32], which asserts that sustainability orientation is directly associated with pedagogical transformation capacity, our findings suggest that digital competence both supports and guides this transformation. Notably, at lower levels of digital competence, the influence of sustainability orientation on performance diminishes, suggesting that digital competence enhances the impact of pedagogical values.

6. Conclusions

This study aimed to explain teacher performance self-evaluation through three core dimensions of 21st-century instructional competencies: Technological Pedagogical Content Knowledge (TPACK), sustainable education orientation, and digital competence. Structural equation modeling revealed that 21st-century TPACK directly and significantly predicts teacher performance. Moreover, this relationship is partially mediated by sustainable education orientation, and the strength of this mediation varies depending on the level of digital competence. These findings suggest that the transformative pedagogical roles expected of teachers in contemporary educational systems can only be realized through a multidimensional competency framework.

The results indicate that teachers with high levels of 21st-century TPACK should not only possess technical knowledge but also demonstrate pedagogically meaningful and value-based practices, particularly in relation to sustainable education orientation and digital competence. Notably, sustainability orientation plays a critical mediating role in translating these competencies into performance. Digital competence further restructures this framework both in terms of content and practical application, enabling classroom practices to become more effective, meaningful, and aligned with the demands of contemporary education. As teachers’ levels of digital competence increase, the translation of sustainability-oriented practices from TPACK into performance becomes increasingly robust.

In light of these findings, it is recommended that educational policies and teacher education programs move beyond a narrow focus on content knowledge and technological skills. Instead, they should promote an integrated framework that incorporates sustainability principles, responds to digital transformation, and aligns with pedagogical values. In particular, comprehensive strategies that address digital literacy in conjunction with pedagogical ethics, and sustainability awareness alongside transformative teacher leadership, will be instrumental in enhancing teacher performance.

Thus, the findings of this study contribute to both theoretical and practical domains. Theoretically, it proposes a multi-level model of teacher competencies. Practically, it underscores the need for teacher education and professional development programs to simultaneously enhance teachers’ digital competence, sustainability orientation, and 21st-century TPACK levels. Consequently, this study offers an original and strategic framework for the development of teacher profiles capable of meeting the complex demands of the digital age.

7. Limitations and Future Studies

This study has some limitations. First of all, since the research sample was limited to a specific group of teachers, the generalizability of the results obtained in this study is limited. The generalizability of the findings can be increased by conducting studies in different cultural contexts. In addition, since the study is based on a quantitative data collection method, it is recommended that qualitative research should also be conducted to develop a deeper understanding of teachers’ TPACK levels and performance perceptions. Future research could further examine the challenges teachers face in technology integration processes, the impact of sustainable education disposition on teaching methods, and the integration of digital competencies into teacher education policies.