Sign in to use this feature.

Years

Between: -

Subjects

remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline

Journals

remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline

Article Types

Countries / Regions

remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline

Search Results (716)

Search Parameters:
Keywords = mathematics teachers

Order results
Result details
Results per page
Select all
Export citation of selected articles as:
16 pages, 532 KiB  
Article
A Play-Responsive Approach to Teaching Mathematics in Preschool, with a Focus on Representations
by Maria Lundvin and Hanna Palmér
Educ. Sci. 2025, 15(8), 999; https://doi.org/10.3390/educsci15080999 (registering DOI) - 5 Aug 2025
Abstract
This article reports on a Swedish study investigating how children aged 2–3 years experience mathematical concepts through representations in play-responsive teaching. Drawing on the semiotic–cultural theory of learning, this study examines how representations, such as spoken language, bodily action, and artifacts, are mediated. [...] Read more.
This article reports on a Swedish study investigating how children aged 2–3 years experience mathematical concepts through representations in play-responsive teaching. Drawing on the semiotic–cultural theory of learning, this study examines how representations, such as spoken language, bodily action, and artifacts, are mediated. Video-recorded teaching sessions are analyzed to identify semiotic means of objectification and semiotic nodes at which these representations converge. The analysis distinguishes between children encountering concepts expressed by others and expressing concepts themselves. The results indicate that play-responsive teaching creates varied opportunities for experiencing mathematical concepts, with distinct modes of sensuous cognition linked to whether a concept is encountered or expressed. This study underscores the role of teachers’ choices in shaping these experiences and highlights bodily action as a significant form of representation. These findings aim to inform the use of representations in teaching mathematics to the youngest children in preschool. Full article
Show Figures

Figure 1

18 pages, 2763 KiB  
Article
Enhancing Students’ Interest in Physics Concepts with a Low-Cost STEM Tool Focused on Motivation in Rural Areas of Developing Countries
by René Flores-Godínez, Antonio Alarcón-Paredes, Iris Paola Guzmán-Guzmán, Yanik Ixchel Maldonado-Astudillo and Gustavo Adolfo Alonso-Silverio
Educ. Sci. 2025, 15(8), 994; https://doi.org/10.3390/educsci15080994 (registering DOI) - 5 Aug 2025
Abstract
Physics concepts are considered an essential component of STEM (science, technology, engineering, and mathematics) education and fundamental for economic and technological development in the world. However, there can be student academic underperformance, such as the school environment, learning media and infrastructure, student interest [...] Read more.
Physics concepts are considered an essential component of STEM (science, technology, engineering, and mathematics) education and fundamental for economic and technological development in the world. However, there can be student academic underperformance, such as the school environment, learning media and infrastructure, student interest and emotions, as well as social and economic development factors in communities. These problems are even more acute in rural areas of developing countries, where poverty is high and teachers often lack the necessary technological skills. The aim of this study was to evaluate the impact of a low-cost STEM tool focused on motivation in learning, in terms of five variables of interest in physics in rural areas, as well as the durability of the tools used to learn 12 physics concepts. A quasi-experimental study was conducted with the participation of 78 high school students, with an average age of 15.82 years, in a rural area of Guerrero, Mexico. The results showed that using the STEM tool significantly increased students’ interest in learning methodology, active participation, and attitude towards physics, facilitating the teacher’s work. In addition, the 3D construction kit used in the experimentation, besides being low-cost, proved to be affordable and durable, making it ideal for use in rural areas. Full article
(This article belongs to the Special Issue Interdisciplinary Approaches to STEM Education)
Show Figures

Figure 1

21 pages, 1162 KiB  
Article
Positioning K-8 Classroom Teachers as Mathematics Instructional Leaders
by Melissa D. Boston, Juli K. Dixon, Sarah B. Bush, Lisa A. Brooks, Brian E. Moore, Treshonda Rutledge and Angel M. Maldonado
Educ. Sci. 2025, 15(8), 982; https://doi.org/10.3390/educsci15080982 (registering DOI) - 1 Aug 2025
Viewed by 151
Abstract
In this research report, we consider how to empower K-8 teachers as mathematics instructional leaders to initiate and sustain improvements within their schools, as a practical and sustainable model of enacting change in mathematics education more broadly by developing leadership from within. We [...] Read more.
In this research report, we consider how to empower K-8 teachers as mathematics instructional leaders to initiate and sustain improvements within their schools, as a practical and sustainable model of enacting change in mathematics education more broadly by developing leadership from within. We share the theoretical framework and findings from a 5-year National Science Foundation project. We utilized a longitudinal mixed methods approach, collecting data on teachers’ knowledge, instructional practices, leadership practices, and self-perception of growth throughout the project, triangulated with focus group data from teachers’ school administrators and project leaders and logs of leadership activities. Findings indicate positive changes in teachers’ knowledge and practices and in their role as instructional leaders in their schools, districts, and the mathematics education community. We conclude by sharing factors that appeared to support teachers’ growth as instructional leaders and implications for practice and research. Full article
Show Figures

Figure 1

23 pages, 2939 KiB  
Article
A Culturally Inclusive Mathematics Learning Environment Framework: Supporting Students’ Representational Fluency and Covariational Reasoning
by Nigar Altindis and Nicole L. Fonger
Educ. Sci. 2025, 15(8), 980; https://doi.org/10.3390/educsci15080980 (registering DOI) - 31 Jul 2025
Viewed by 285
Abstract
This study explores how to support Turkish–American secondary school students to co-develop covariational reasoning (CR) and representational fluency (RF) in solving contextually based quadratic function tasks in an after-school community center learning setting. We conducted a teaching experiment (n = 8) at a [...] Read more.
This study explores how to support Turkish–American secondary school students to co-develop covariational reasoning (CR) and representational fluency (RF) in solving contextually based quadratic function tasks in an after-school community center learning setting. We conducted a teaching experiment (n = 8) at a community center. Ongoing and retrospective analyses of classroom interaction and video transcripts revealed a culturally inclusive mathematics learning environment framework with several intertwined components: co-developing CR and RF and community-based practices. This study provides evidence that students coordinate symbolic, tabular, and graphical representations, which not only deepen their understanding of how quantities change in relation to one another but also enable them to interpret and construct representations in increasingly flexible ways. This reciprocal process of co-developing CR and RF allowed students to recognize and express quantitative relationships as meaningful functional relationships, demonstrating a dynamic interplay between reasoning about change and fluency across representations. This study situates learning within culturally inclusive learning environments and acknowledges the reflexive positionality of the teacher–researcher in relation to students. We highlight how shared community-based practices can enhance mathematics teaching and learning. Full article
Show Figures

Figure 1

16 pages, 2647 KiB  
Article
“Habari, Colleague!”: A Qualitative Exploration of the Perceptions of Primary School Mathematics Teachers in Tanzania Regarding the Use of Social Robots
by Edger P. Rutatola, Koen Stroeken and Tony Belpaeme
Appl. Sci. 2025, 15(15), 8483; https://doi.org/10.3390/app15158483 (registering DOI) - 30 Jul 2025
Viewed by 158
Abstract
The education sector in Tanzania faces significant challenges, especially in public primary schools. Unmanageably large classes and critical teacher–pupil ratios hinder the provision of tailored tutoring, impeding pupils’ educational growth. However, artificial intelligence (AI) could provide a way forward. Advances in generative AI [...] Read more.
The education sector in Tanzania faces significant challenges, especially in public primary schools. Unmanageably large classes and critical teacher–pupil ratios hinder the provision of tailored tutoring, impeding pupils’ educational growth. However, artificial intelligence (AI) could provide a way forward. Advances in generative AI can be leveraged to create interactive and effective intelligent tutoring systems, which have recently been built into embodied systems such as social robots. Motivated by the pivotal influence of teachers’ attitudes on the adoption of educational technologies, this study undertakes a qualitative investigation of Tanzanian primary school mathematics teachers’ perceptions of contextualised intelligent social robots. Thirteen teachers from six schools in both rural and urban settings observed pupils learning with a social robot. They reported their views during qualitative interviews. The results, analysed thematically, reveal a generally positive attitude towards using social robots in schools. While commended for their effective teaching and suitability for one-to-one tutoring, concerns were raised about incorrect and inconsistent feedback, language code-switching, response latency, and the lack of support infrastructure. We suggest actionable steps towards adopting tutoring systems and social robots in schools in Tanzania and similar low-resource countries, paving the way for their adoption to redress teachers’ workloads and improve educational outcomes. Full article
(This article belongs to the Special Issue Advances in Human–Machine Interaction)
Show Figures

Figure 1

19 pages, 2141 KiB  
Article
Augmented Reality 3D Multibase Blocks at the Future Classroom Lab Through Active Methodology: Analyzing Pre-Service Teachers’ Disposition in Mathematics Course
by Ana Isabel Montero-Izquierdo, Jin Su Jeong and David González-Gómez
Educ. Sci. 2025, 15(8), 954; https://doi.org/10.3390/educsci15080954 - 24 Jul 2025
Viewed by 265
Abstract
The use of augmented reality (AR) tools and innovative learning environments in education have increased over the last few years due to the rapid advancement of technology. In this study, an AR mathematics learning intervention has been proposed which consisted of the creation [...] Read more.
The use of augmented reality (AR) tools and innovative learning environments in education have increased over the last few years due to the rapid advancement of technology. In this study, an AR mathematics learning intervention has been proposed which consisted of the creation of 3D multibase blocks to perform AR arithmetic calculations conducted through active methodologies in the future classroom lab (FCL). The aim of this study was to analyze pre-service teachers’ (PSTs) affective domain (emotion, self-efficacy, and attitude), engagement, motivation, and confidence. The sample consisted of 97 PSTs enrolled on the second year of the Primary Education degree, who were attending the “Mathematics and its Didactics” subject. The findings revealed a significant increase in PSTs’ satisfaction, fun, confidence, and pride, and a decrease in uncertainty, nervousness, and concern. Regarding PSTs’ self-efficacy, a significant improvement was observed in knowing the necessary steps to teach mathematical concepts and work in the FCL. No significant differences were found in attitude, engagement, and motivation; however, the PSTs showed a high disposition in all of them before starting the intervention. Additionally, the PSTs reported to be more confident, and it enhanced their knowledge in the use of 3D design and AR applications to create multibase blocks to support the teaching–learning content of arithmetic operations. Full article
Show Figures

Figure 1

18 pages, 1390 KiB  
Article
Enhancing Mathematics Teacher Training in Higher Education: The Role of Lesson Study and Didactic Suitability Criteria in Pedagogical Innovation
by Luisa Morales-Maure, Keila Chacón-Rivadeneira, Orlando Garcia-Marimón, Fabiola Sáez-Delgado and Marcos Campos-Nava
Trends High. Educ. 2025, 4(3), 39; https://doi.org/10.3390/higheredu4030039 - 23 Jul 2025
Viewed by 373
Abstract
The integration of Lesson Study (LS) and Didactic Suitability Criteria (DSC) presents an innovative framework for enhancing mathematics teacher training in higher education. This study examines how LS-DSC fosters instructional refinement, professional growth, and pedagogical transformation among in-service teachers. Using a quasi-experimental mixed-methods [...] Read more.
The integration of Lesson Study (LS) and Didactic Suitability Criteria (DSC) presents an innovative framework for enhancing mathematics teacher training in higher education. This study examines how LS-DSC fosters instructional refinement, professional growth, and pedagogical transformation among in-service teachers. Using a quasi-experimental mixed-methods approach, the study analyzed data from 520 mathematics educators participating in a six-month training program incorporating collaborative lesson planning, structured pedagogical assessment, and reflective teaching practices. Findings indicate significant improvements in instructional design, mathematical discourse facilitation, and adaptive teaching strategies, with post-training evaluations demonstrating a strong positive correlation (r = 0.78) between initial competency levels and learning gains. Participants reported increased confidence in implementing student-centered methodologies and sustained engagement in peer collaboration beyond the training period. The results align with prior research emphasizing the effectiveness of lesson study models and structured evaluation frameworks in teacher professionalization. This study contributes to higher education policy and practice by advocating for the institutional adoption of LS-DSC methodologies to promote evidence-based professional development. Future research should explore the long-term scalability of LS-DSC in diverse educational contexts and its impact on student learning outcomes. Full article
Show Figures

Figure 1

20 pages, 1633 KiB  
Article
A Proposal of Integration of Universal Design for Learning and Didactic Suitability Criteria
by Alicia Sánchez, Carlos Ledezma and Vicenç Font
Educ. Sci. 2025, 15(7), 909; https://doi.org/10.3390/educsci15070909 - 16 Jul 2025
Viewed by 209
Abstract
Given the growing relevance of issues of educational inclusion at an international level, educational curricula have pointed out the need to address the diversity of students in the classroom. In this article, a theoretical reflection is proposed around the Universal Design for Learning [...] Read more.
Given the growing relevance of issues of educational inclusion at an international level, educational curricula have pointed out the need to address the diversity of students in the classroom. In this article, a theoretical reflection is proposed around the Universal Design for Learning (UDL) guideline—as inclusive principles for generic teaching and learning processes—and Didactic Suitability Criteria (DSC) guideline—as specific principles for mathematical teaching and learning processes—to establish relationships and seek complementarities between both references. To this end, firstly, a document analysis of literature about UDL was conducted; secondly, UDL and DSC guidelines were contrasted, relating UDL principles and verification points to DSC components and indicators to design a first proposal of an integrated guideline between both references; and, thirdly, an expert validation was conducted with researchers familiar with DSC to adjust the guideline originally proposed. As a main result, a proposal of integration of the UDL and DSC guidelines was designed, which intends to organise the reflection of (prospective and practising) mathematics teachers on their teaching practice. This integrated proposal not only seeks to address current curricular needs, but also to delve deeper into theoretical development that contributes to refining existing tools to encourage reflection on teaching practice. Full article
(This article belongs to the Special Issue Innovation, Didactics, and Education for Sustainability)
Show Figures

Figure 1

21 pages, 474 KiB  
Review
Sustainable STEM Education in Arab Countries: Features and Challenges
by Rania Bou Saad, Ariadna Llorens Garcia and Jose M. Cabre Garcia
Sustainability 2025, 17(14), 6503; https://doi.org/10.3390/su17146503 - 16 Jul 2025
Viewed by 503
Abstract
This paper investigates how sustainable STEM education is being shaped within the pre-university systems of the 22 Arab countries. By categorizing these systems into four groups based on the Global Knowledge Index and two analytical tracks, this study examines in detail the factors [...] Read more.
This paper investigates how sustainable STEM education is being shaped within the pre-university systems of the 22 Arab countries. By categorizing these systems into four groups based on the Global Knowledge Index and two analytical tracks, this study examines in detail the factors that enable—or hinder—the development of long-term, sustainability-oriented competencies in science, technology, engineering, and mathematics. Beyond pedagogical dimensions, this study emphasizes STEM education as a strategic tool for achieving national sustainable development goals (SDGs), promoting workforce readiness, and informing education policy reform. The analysis highlights the policy efforts, systemic limitations, and the need for localized strategies to integrate sustainability into the STEM curricula and teacher training. It is structured in six sections: (1) an introduction to STEM and sustainability concepts, the Global Knowledge Index, and the Arab-region education landscape; (2) research questions, methodology, and data sources; (3) analysis of Groups 1 and 2, assessing their experiences in implementing sustainability-driven STEM initiatives; (4) analysis of Groups 3 and 4, evaluating their readiness for adopting sustainable STEM programs; (5) discussion of findings in light of sustainability policy frameworks; and (6) a concluding overview with actionable recommendations to align national education systems with global sustainability goals. Full article
Show Figures

Figure 1

19 pages, 294 KiB  
Article
Perspectives on Employing a Structured Fifth-Grade Mathematics Curriculum Based on a Learning Outcomes Model with Students with Special Educational Needs in Kuwait Mainstream Schools
by Zaid N. Al-Shammari and Joseph Mintz
Educ. Sci. 2025, 15(7), 896; https://doi.org/10.3390/educsci15070896 - 13 Jul 2025
Viewed by 446
Abstract
This study aimed to investigate the use of a structured learning outcomes approach for fifth-grade mathematics instruction, with a focus on students with difficulties in learning mathematics, across two mainstream schools in Kuwait. Three special education teachers, across three classes, who worked with [...] Read more.
This study aimed to investigate the use of a structured learning outcomes approach for fifth-grade mathematics instruction, with a focus on students with difficulties in learning mathematics, across two mainstream schools in Kuwait. Three special education teachers, across three classes, who worked with 30 focus students, participated in the study. Teachers implemented a structured approach to curriculum and pedagogy based on a focus on learning outcomes, simultaneously supported by a dedicated technology platform, with the aim of encouraging a focus on differentiation to meet individual learning needs. This study employed a mainly qualitative approach involving interviews to gauge teacher perceptions of the extent to which this approach supported them in thinking more effectively about individual learning needs. Links are made to the extant literature in this area, and recommendations are made for future research using this learning outcomes approach based on a wider sample of mainstream schools and classrooms. Full article
17 pages, 523 KiB  
Article
They’re Taking Our Money: Building on the Dialectics of Political and Mathematical Knowledge to Write the World
by Patricia M. Buenrostro
Educ. Sci. 2025, 15(7), 894; https://doi.org/10.3390/educsci15070894 - 13 Jul 2025
Viewed by 786
Abstract
Justice-oriented mathematics aims to support students’ understanding of the relationship between mathematical knowledge and political knowledge to examine how they conspire to shape reality. The notion of the formatting power of mathematics is helpful here in that it calls for an excavation of [...] Read more.
Justice-oriented mathematics aims to support students’ understanding of the relationship between mathematical knowledge and political knowledge to examine how they conspire to shape reality. The notion of the formatting power of mathematics is helpful here in that it calls for an excavation of mathematics that makes explicit the actual use of mathematics hidden in social structures and routines. In this paper, the author examines how a mathematical unit on home mortgages was carried out to support 12th grade students’ understanding of the mathematics of mortgages, revealing the formatting power that mortgage lenders hold in reordering the reality of marginalized communities. Drawing on a qualitative analysis of student journals, student work, post-class student interviews, and teacher/researcher journals, the findings revealed two pedagogical features that contributed to students’ reading and writing the world with mathematics: engaging mathematics from multiple directions and attending to the formatting power of the mathematical and political knowledge dialectic. These findings offer pedagogical guidance for practitioners and teacher educators in curriculum design and implementation of critical mathematics. Full article
(This article belongs to the Special Issue Justice-Centered Mathematics Teaching)
Show Figures

Figure 1

23 pages, 286 KiB  
Article
Building Successful STEM Partnerships in Education: Strategies for Enhancing Collaboration
by Andrea C. Borowczak, Trina Johnson Kilty and Mike Borowczak
Educ. Sci. 2025, 15(7), 893; https://doi.org/10.3390/educsci15070893 - 12 Jul 2025
Viewed by 402
Abstract
This article presents a comparison of two qualitative case studies. The first case study is a partnership group involving two urban secondary school teachers working with one engineer and one education faculty member where they implemented several science, technology, engineering, and mathematics (STEM) [...] Read more.
This article presents a comparison of two qualitative case studies. The first case study is a partnership group involving two urban secondary school teachers working with one engineer and one education faculty member where they implemented several science, technology, engineering, and mathematics (STEM) lessons over the course of an academic year. The second case study is a partnership group involving undergraduate college students working together to build a data collection device attached to a high-altitude balloon to answer a scientific question or solve an engineering problem and translate the project into engaging lessons for a K-12/secondary student audience. The studies employed a socio-cultural theoretical framework as the lens to examine the individuals’ perspectives, experiences, and engineering meaning-making processes, and to consider what these meant to the partnership itself. The methods included interviews, focus groups, field notes, and artifacts. The analysis involved multi-level coding. The findings indicated that the strength of the partnership (pre, little p, or big P) among participants influenced the strength of the secondary engineering lessons. The partnership growth implications in terms of K-12/secondary and collegiate engineering education included the engineering lesson strength, partnership, and engineering project sustainability The participant partnership meanings revolved around lesson creation, incorporating engineering ideas into the classroom, increasing communication, and increasing secondary students’ learning, while tensions arose from navigating (not quite negotiating) roles as a team. A call for attention to school–university partnerships and the voices heard in engineering partnership building are included since professional skills are becoming even more important due to advances in artificial intelligence (AI) and other technologies. Full article
28 pages, 2069 KiB  
Article
Stepping Stones: Adopting a Fading Programme Design to Promote Teachers’ Use of Metacognitive Strategies for Mathematical Problem Solving
by Kirstin Mulholland, William Gray, Christopher Counihan and David Nichol
Educ. Sci. 2025, 15(7), 892; https://doi.org/10.3390/educsci15070892 - 12 Jul 2025
Viewed by 453
Abstract
Metacognition and self-regulated learning are widely understood to offer significant benefits for pupils’ mathematical problem solving; however, the existing literature highlights that the under-representation of these concepts in curriculum, policy, and teacher professional development means that their potential for impact remains unfulfilled. This [...] Read more.
Metacognition and self-regulated learning are widely understood to offer significant benefits for pupils’ mathematical problem solving; however, the existing literature highlights that the under-representation of these concepts in curriculum, policy, and teacher professional development means that their potential for impact remains unfulfilled. This article, therefore, examines the potential value of an innovative fading professional development programme—“Stepping Stones”—in enhancing teachers’ understanding and use of metacognitive strategies for mathematical problem solving. Adopting a convergent mixed methods design, this pilot evaluation involved Year 2 teachers across five primary schools. The results from both qualitative and quantitative data demonstrate that, as the scaffolding provided by programme materials faded and teachers assumed greater responsibility for session planning, they incorporated metacognitive strategies into their planning and delivery with increased independence. The results also indicate the acceptability of this professional development model, suggesting that, when combined with peer collaboration, the fading design was associated with improvements in knowledge and confidence regarding both metacognition and mathematical problem solving, alongside increased ownership and buy in. The conclusions advocate further examination and implementation of fading models of professional development to promote the understanding and use of metacognition for mathematical problem solving and recommend exploration into different professional development contexts. Full article
(This article belongs to the Special Issue Different Approaches in Mathematics Teacher Education)
Show Figures

Figure 1

15 pages, 1054 KiB  
Article
High-Impact Tutoring to Accelerate Learning for Intermediate Students: A Pilot Study
by Katherine Brodeur, Audrey Conway Roberts and Thomas Roberts
Educ. Sci. 2025, 15(7), 877; https://doi.org/10.3390/educsci15070877 - 9 Jul 2025
Viewed by 328
Abstract
High-impact tutoring is a promising way to address reading and mathematics achievement declines following years of pandemic-interrupted schooling. This pilot study seeks to determine the impact of small-group tutoring, provided by preservice teachers, on students in grades 2–5. Using beginning-, middle-, and end-of [...] Read more.
High-impact tutoring is a promising way to address reading and mathematics achievement declines following years of pandemic-interrupted schooling. This pilot study seeks to determine the impact of small-group tutoring, provided by preservice teachers, on students in grades 2–5. Using beginning-, middle-, and end-of year benchmark assessments, descriptive statistics were calculated for tutored and non-tutored groups and compared against the norming sample. The results indicate that students receiving mathematics tutoring (fourth and fifth grades) and third-grade students receiving reading tutoring demonstrated growth at rates that exceeded their non-tutored peers. Second-grade students who received reading tutoring improved at a greater rate than the norming sample but less than their non-tutored peers. The results of this pilot study indicate the potential impact of tutoring by preservice teachers on reading and mathematics outcomes for intermediate students. Full article
Show Figures

Figure 1

24 pages, 3124 KiB  
Article
Analyzing the Availability of TPACK Framework Dimensions Among Elementary Mathematics Teachers: A Survey-Based Study on Demographic Variables
by Rakan S. Alqahtani and Essa A. Alibraheim
Educ. Sci. 2025, 15(7), 874; https://doi.org/10.3390/educsci15070874 - 8 Jul 2025
Viewed by 219
Abstract
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 approach, and a questionnaire was [...] Read more.
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 approach, and a questionnaire was distributed to 107 mathematics teachers in the eastern region of Saudi Arabia to collect data. The results indicated that the dimensions of the TPACK framework were highly present among the participants. The highest level was observed in the dimension of Pedagogical Content Knowledge (PCK) at 78.1%, while the lowest was in the Technological Content Knowledge (TCK) dimension at 68.2%. The findings also revealed no statistically significant differences based on gender or education sector. However, statistically significant differences were found in favor of teachers with higher academic qualifications (postgraduate studies) and more years of teaching experience. The study recommends continuing efforts to enhance teacher training programs dealing with integrating technology into teaching, drawing on global experiences in applying the TPACK framework. Full article
Show Figures

Figure 1

Back to TopTop