The EEdnaS study “Development and testing of digitally enriched science-related subject matter teaching in digital teaching-learning labs and university classrooms” aims to promote the professional competencies of prospective teachers tha...
Since the development of the technological pedagogical content knowledge (TPACK) framework, researchers have been developing a variety of instruments to measure the TPACK of pre-service and in-service teachers. The task of developing an efficient, re...
The profound impact of artificial intelligence (AI) on the modes of teaching and learning necessitates a reexamination of the interrelationships among technology, pedagogy, and subject matter. Given this context, we endeavor to construct a framework...
Teaching with and about technology is part of science teachers’ 21st century skills. To foster technology-enhanced practice, teachers need to acquire both technological pedagogical content knowledge (TPACK on action) and positive behavioral ori...
Teaching is a complex profession, which is further complicated by the integration of technology into classrooms. Reflection can help teachers unpack the complexity in their practice. Reflection can be an effective instructional strategy in helping pr...
Teacher education is an important strategy for developing teachers’ technological pedagogical content knowledge (TPACK). Many schools in the world have incorporated the training into teacher education plans. However, there has been controversy...
The smart age has created new goals, and offers novel approaches for teachers’ professional development. The acquisition of technological pedagogical content knowledge (TPACK) has become essential for novice university teachers’ professio...
This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes dur...
The progress of technology has led to the emergence of new teaching methods, among which Technological Pedagogical Content Knowledge (TPACK) can be found in an attempt to promote the integration of technology and knowledge, combining technology, peda...
As schools continue to invest more resources into learning technologies and their infrastructure, there is a need to consider ways to support teachers’ professional learning related to the appropriate uses of learning technologies. The construc...
The TPACK model represents a high-impact advance in teacher training regarding their technological, pedagogical and content knowledge. This research presents an analysis of several publications in international databases that address the matter of th...
Numerous studies support that the development of digital teaching competence is essential in 21st century schools. This paper examines Technological Pedagogical Content Knowledge (TPACK) to gain a deeper understanding of ICT integration in teaching....
This study aimed to explore how secondary school science and mathematics teachers in Qatar integrate Technological Pedagogical Content Knowledge (TPACK) into their teaching practices. The study examined the relationships between the subcomponents of...
Digitalization is a keyword in the discourse of educational science, but it is often linked to technological challenges, although digital changes occur throughout society. Therefore, STEM teachers are required to cope with technological changes in th...
This study examines how transnational online continuing professional development (CPD) supports language instructors’ technological pedagogical content knowledge (TPACK) in transnational higher education (TNHE). To assess this development, an e...
The objective of this work is to present the results of an investigation on the technological, pedagogical and content knowledge evidenced by mathematics teachers in the second year of initial training (preservice) at the Universidad Nacional, from t...
While many studies have acknowledged multifaceted roles of curriculum materials (textbooks) in EFL reading activities, textbooks alone are insufficient, as their effectiveness depends on how teachers use them. Teachers’ textbook usage is strong...
The selection of educational technology (EdTech) tools by teachers remains a poorly systematized process, frequently disconnected from their pedagogical and technological competencies. This paper proposes a computational system that integrates teache...
The Technological Pedagogical Content Knowledge (TPACK) framework is widely used to conceptualize teacher knowledge as an interplay of content, pedagogy, and technology. Following recent research interests in examining TPACK as contextually situated...
In recent decades, the integration of technology, particularly data logging, has become a cornerstone of effective science teaching, placing increased emphasis on the cultivation of teachers’ Technological Pedagogical Content Knowledge (TPACK)....
The development of educational informatization imposes new requirements on the cultivation of teachers’ digital competence, which appeals to teachers who aim to optimize their teaching by integrating appropriate Information and Communication Te...
Digital-intelligence transformation in education has made pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) a strategic concern in teacher preparation. Survey data from 11,818 pre-service teachers across 17 local normal...
The integration of artificial intelligence (AI) into higher education is transforming instructional systems by changing how faculty design, organize, deliver, and evaluate technology-enhanced learning experiences. This transformation requires educato...
This article is a self-narrative of our 18-year research into the Technological Pedagogical Content Knowledge (TPACK)-guided professional development of teachers in ICT-enhanced mathematics learning. Using autoethnography as the methodology to elucid...
This study examined whether pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) integrated with generative AI is associated with their attitudes toward generative AI. Using a cross-sectional questionnaire, data were collec...
Education in Sustainable Development Goals is a basic step in attaining its objectives, and, therefore, it has been undertaken by broad sectors of the teaching community. Nevertheless, the “sustainability curriculum” derived from the Sust...
The COVID-19 pandemic has heightened the need for 21st century skills, particularly computer and ICT literacy (CICT) in Thailand. This study aimed to develop a TPACK (Technological Pedagogical and Content Knowledge)-based blended learning model (BLM)...
In today’s digital era, teachers are expected to incorporate artificial intelligence (AI) into the classroom. Teacher educators must therefore model its use while evaluating their own AI-related knowledge to guide future teachers effectively. E...
This study explores the pedagogical competence of VR-based survival swimming instructors in South Korea, focusing on their application of Technological Pedagogical Content Knowledge (TPACK). Employing qualitative methodology, we conducted in-depth in...
Despite the proliferation of augmented reality (AR) apps, Australian primary teachers have yet to use them widely for the teaching of multimodal literacies. Conceptualising teachers’ knowledge of using digital technologies to teach multimodal l...
Blended learning is widely adopted in higher education, yet little is known about how students experience its motivational and instructional features. In this study, we examined undergraduate students’ experiences regarding blended learning by...
This study sought to explore the extent to which the dimensions of the TPACK framework are present among mathematics teachers at the elementary level from their perspective. The study’s goals were accomplished through the use of a descriptive a...
The integration of artificial intelligence (AI) into education is a defining challenge for achieving a sustainable digital future. This study addresses this challenge by exploring the psychological foundations necessary for teacher readiness, framing...
This study aimed to explore the interplay of technological pedagogical content knowledge of games (TPACK-G) and digital game acceptance among pre-service teachers. The relationships between the components of technological pedagogical content knowledg...
The growing use of Generative Artificial Intelligence (GenAI) in higher education has increased the need to understand the factors associated with instructors’ intention to use these technologies in teaching. This study examined how instructors...
Pre-service biology teachers must apply Technological Pedagogical and Content Knowledge (TPACK) acquired at university in real classroom situations to utilize the instructional potential of digital technologies for teaching biology. So far, there is...
This study delves into the factors that drive teachers’ adoption of generative artificial intelligence (GenAI) technologies in higher education. Anchored by the technology acceptance model (TAM), the research expands its inquiry by integrating...
This study explores the integration of generative artificial intelligence (GenAI), specifically ChatGPT, in designing a historical simulation of the French Revolution for eighth-grade students. Using the technological pedagogical content knowledge (T...
This study investigated the effects of integrating the “CloudClassRoom” (CCR) and the DEmo-CO-design/teach-feedback-DEbriefing (DECODE) model to improve pre-service teachers’ online technological pedagogical and content knowledge (T...
Based on the technology acceptance model (TAM), pre-service teachers’ acceptance of artificial intelligence (AI) is crucial in predicting their intentions to use AI in future teaching, as well as for their actual usage of AI. However, current r...
Generative AI (GenAI) in education has become a divisive topic. While some teachers view GenAI as a transformative tool, others caution against harms and impacts on teaching and learning. Since the usefulness of a tool depends on the user, how teache...
This study proposes an integrated TAM–TPACK framework that explicates how teachers’ technology acceptance progresses to lesson design and enactment in elementary physical education, using augmented reality (AR) climbing as the focal case....
Rapid advancements in artificial intelligence (AI) technologies, coupled with UNESCO’s Education 2030 vision, necessitate a re-evaluation of teachers’ technological and pedagogical competencies aligned with sustainability goals. This stud...
The current study aims to report the role of technological pedagogical and content knowledge (TPACK) in the integration of technology by preservice teachers during teaching practicum. As this study employed a survey as its methodological approach, in...
Generative artificial intelligence (AI) is increasingly entering teacher education, yet evidence remains limited on its responsible integration into discipline-specific pedagogical preparation. This study examined whether an AI-supported Collaborativ...
Artificial intelligence is reshaping teacher education, yet many existing approaches still rely on static assessment and provide limited support for interpretable and actionable diagnosis. This limitation is especially important for pre-service kinde...
Artificial Intelligence (AI) holds transformative potential to revolutionize teaching and learning, yet its rapid integration poses significant challenges for teacher preparation. While AI competencies—encompassing knowledge, skills, and attitu...
The swift adoption of Generative AI (GenAI) has transformed English language teaching, yet validated instruments to measure teachers’ readiness remain scarce. This study develops and validates the English Language Teachers’ Generative AI...
With the rapid proliferation of Generative Artificial Intelligence (AIGC) technologies in higher education, identifying effective integration pathways into design curricula has become a pressing issue in the field of educational technology. This stud...
The growing use of the Internet of Things (IoT) around the world has encouraged researchers to investigate how and why the IoT is implemented in colleges and universities. Previous studies have focused on individual attitudes rather than the integrat...
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