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Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.

The study aimed to assess the perceived competency of Technological Pedagogical Content Knowledge (TPACK) among teacher educators in Ethiopian higher education institutions. The TPACK framework by Mishra and Koehler was employed to assess its implementation. In doing so, a quantitative research method was employed, involving 245 teacher educators from the selected higher education institutions. The study utilized the stratified random sampling technique to systematically select the participants. A structured questionnaire was used to collect data. Validity and reliability tests were conducted to ensure the questionnaire’s appropriateness and consistency. Both descriptive and inferential statistics were used to analyse the data. Results revealed that teacher educators’ technology level of competence is the lowest when compared with the other TPACK subscales. Besides, the results indicated that there were no statistically significant differences between male and female teacher educators across the TPACK components, but significant differences were observed in Content Knowledge (CK), Technological Knowledge (TK) and overall TPACK based on their qualifications and teaching experiences. The findings also showed that there were significant differences in CK, TK and TCK across fields of study, though PK, PCK, TPK and overall TPACK showed no significant differences across the groups. The study highlights the fact that teacher educators’ current practices do not fully embrace the technological dimension of TPACK, which means there is a need for professional development in this area.

This work consists of an integrative literature review on the application of the Technological Pedagogical Content Knowledge (TPACK) framework in Physics teaching. The study aims to understand TPACK as a framework for integrating the teacher's knowledge domains related to technology, pedagogy, and content. The analysis corpus comprises 24 national and international articles obtained from Google Scholar. The main findings highlight that the use of digital technologies, when integrated into teaching, can make the subject more accessible and engaging for students, fostering realistic and interactive skills. Furthermore, it is advocated that teacher training in technology, aligned with TPACK, can enhance the integration between technologies and teaching, contributing to the development of educators' technological competencies from various perspectives. Este trabalho consiste emuma revisão integrativa de literaturasobre o emprego do frameworkConhecimento Tecnológico Pedagógico de Conteúdo (TPACK)no ensino de Física. O estudo visa a compreender o TPACK como uma estruturadeintegração dos domínios deconhecimento do professorreferentes àtecnologia, à pedagogia e ao conteúdo.O corpusde análise é constituído por 24 artigos nacionais e internacionaisobtidos na base de dados do Google Acadêmico.Os principais resultadosdestacamque autilização de tecnologias digitais, quando integrada ao ensino, pode tornar a disciplina mais acessível e envolvente para os estudantes, promovendo habilidades realistas e interativas. Além disso, preconiza-se que umaformação docente em tecnologia, alinhada ao TPACK, pode potencializar aintegração entre astecnologias e o ensino, contribuindo para odesenvolvimento decompetênciastecnológicasdos educadoresem diversas perspectivas Este trabajo consiste en una revisión integradora de la literatura sobre el uso del marco de Conocimiento Tecnológico del Contenido Pedagógico (TPACK) en la enseñanza de la Física. El estudio tiene como objetivo comprender TPACK como un marco conceptual para integrar dominios de conocimiento docente relacionados con la tecnología, la pedagogía y el contenido. El corpus de análisis consta de 24 artículos nacionales e internacionales obtenidos de la base de datos Google Scholar. Los principales resultados destacan que el uso de tecnologías digitales, cuando se integran en la enseñanza, puede hacer que la materia sea más accesible y atractiva para los estudiantes, promoviendo habilidades realistas e interactivas. Además, se recomienda que la formación docente en tecnología, alineada con TPACK, pueda potenciar la integración entre tecnologías y enseñanza, contribuyendo al desarrollo de habilidades tecnológicas de los educadores desde diferentes perspectivas.

In the field of education, virtual reality (VR) offers learners an immersive and interactive learning experience, allowing them to comprehend challenging concepts and ideas more efficiently and effectively. VR technology has enabled educators to develop a wide range of learning experiences, from virtual field trips to complex simulations, that may be utilized to engage students and help them learn. Learning theories and approaches are essential for understanding how students learn and how to design effective learning experiences. This study examines the most recent published findings in educational theories and approaches connected to the use of VR systems for educational and tutoring purposes. Seventeen research studies that meet the search criteria have been found in the database, and each of them focuses on at least one learning theory or learning approach related to educational systems using VR. These studies yielded five educational approaches, one methodology, five learning theories and one theoretical framework, which are presented in the context of virtual reality in education. These include constructivism learning, experiential learning, gamification of learning, John Dewey’s theory of learning by doing, flow theory, Cognitive Theory of Multimedia Learning, design thinking, learning through problem solving, scientific discovery learning, social constructivism, cognitive load theory and the Technology Pedagogical Content Knowledge Framework (TPACK). A major finding of this study is that constructivism learning is the most often utilized learning theory/method, Experiential Learning is most appropriate for VR and the gamification of learning has the greatest future potential.

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 for integrating the Technological Pedagogical Content Knowledge of Artificial Intelligence Technology (Artificial Intelligence—Technological Pedagogical Content Knowledge, AI-TPACK) aimed at elucidating the complex interrelations and synergistic effects of AI technology, pedagogical methods, and subject-specific content in the field of education. The AI-TPACK framework comprises seven components: Pedagogical Knowledge (PK), Content Knowledge (CK), AI-Technological Knowledge (AI-TK), Pedagogical Content Knowledge (PCK), AI-Technological Pedagogical Knowledge (AI-TCK), AI-Technological Content Knowledge (AI-TPK), and AI-TPACK itself. We developed an effective structural equation modeling (SEM) approach to explore the relationships among teachers’ AI-TPACK knowledge elements through the utilization of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The result showed that six knowledge elements all serve as predictive factors for AI-TPACK variables. However, different knowledge elements showed varying levels of explanatory power in relation to teachers’ AI-TPACK. The influence of core knowledge elements (PK, CK, and AI-TK) on AI-TPACK is indirect, mediated by composite knowledge elements (PCK, AI-TCK, and AI-TPK), each playing unique roles. Non-technical knowledge elements have significantly lower explanatory power for teachers of AI-TPACK compared to knowledge elements related to technology. Notably, content knowledge (C) diminishes the explanatory power of PCK and AI-TCK. This study investigates the relationships within the AI-TPACK framework and its constituent knowledge elements. The framework serves as a comprehensive guide for the large-scale assessment of teachers’ AI-TPACK, and a nuanced comprehension of the interplay among AI-TPACK elements contributes to a deeper understanding of the generative mechanisms underlying teachers’ AI-TPACK. Such insights bear significant implications for the sustainable development of teachers in the era of artificial intelligence.

The education quality is reflected in the achievement of the distribution of the 21st-century educator competency trilogy. This paper is focused on the identification of the differentiation in the median of TPACK components, including technology (T), pedagogy (P), and content knowledge (CK) in economics education, both separated or integrated, based on gender and universities of the economics education department students. This research is essential to evaluate the development of students’ TPACK competency post-pandemics of COVID-19 as they are intensely engaged with technology. This research involved 1058 students in Indonesia using the two-way post hoc ANOVA to identify the differentiation between students’ TPACK components, both separated and integrated based on gender and universities. The research results discovered a collection of significant differentiations in TPACK components, both separated and integrated. The specific differentiation indicated that the TPACK components might be helpful for the universities to evaluate the learning process they have conducted. This research expected facilitators and constitutional bodies to take strategic steps in executing and developing the education-supporting infrastructure and to answer

This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable framework. Strategies of relating TPACK domains to real-life learning experiences, role-playing, and teachers as designers were developed based on the three views and integrated into the third version of the model. The model was then applied in a teacher education undergraduate course on technology integration. A case study approach was used. Data were collected from the participants' discussion worksheets, lesson designs, and the researchers' field observation notes. Data analysis results suggest that the strategies integrated into the model helped the participants deepen their understanding of student-centered technology applications and practice TPACK. Findings, implications, and future research possibilities are discussed.

Despite increasing attention to the potential benefits of infusing computational thinking into content area classrooms, more research is needed to examine how teachers integrate disciplinary content and CT as part of their pedagogical practices. This study traces how middle and high school teachers (n = 24) drew on their existing knowledge and their experiences in a STEM professional development program to infuse CT into their teaching. Our work is grounded in theories of TPACK and TPACK-CT, which leverage teachers' knowledge of technology for computational thinking (CT), CT as a disciplinary pedagogical practice, and STEM content knowledge. Findings identify three key pedagogical supports that teachers utilized and transformed as they taught CT-infused lessons (articulating a key purpose for CT infusion, scaffolding, and collaborative contexts), as well as barriers that caused teachers to adapt or abandon their lessons. Implications include suggestions for future research on CT infusion into secondary classrooms, as well as broader recommendations to support teachers in applying STEM professional development content to classroom practice.

Artificial intelligence (AI) education is increasingly being recognized as essential at the K–12 level. For better understanding teachers’ preparedness for AI education and effectively developing relevant teacher training programs, teachers’ technological pedagogical content knowledge (TPACK) readiness and attitudes toward AI teaching must be determined. However, limited research has been conducted on this topic. To address this research gap, we recruited 1,664 K–12 teachers to obtain a comprehensive view of teachers’ readiness for and attitudes toward teaching AI in K–12 classrooms. These teachers differed in terms of their gender, teaching subject, teaching grade, teaching experience, and experience in teaching AI. The findings of this study indicated that a substantial gap exists in the AI-related content and technological knowledge of the recruited teachers. Moreover, intriguing relationships were found between the teachers’ pedagogical knowledge, content knowledge, and attitudes toward teaching AI. The effects of demographic factors on the teachers’ TPACK and attitudes were also examined. On the basis of the findings of this study, recommendations were formulated for developing effective teacher professional development programs in the field of AI education.

Numerous studies have delved into TPACK framework integration in EFL regular classrooms, but less studies have researched its implementation in an Islamic boarding school setting. This study aims to investigate the impact of a TPACK-based course on the understanding and application of TPACK of EFL teachers in Islamic boarding schools in the Indonesian context. This qualitative study was conducted within six months from July 2024 to December 2024. The participants were four female EFL teachers at two Islamic boarding schools in Lamongan, East Java, Indonesia. This study collected data from multiple sources, including classroom observations, interviews, documents, and audiovisual materials. The research findings reveal that the course positively impacted teachers’ TPACK development, especially in terms of technological domains and the teachers’ ability to integrate technology into their teaching. Furthermore, the course has fostered a shift from traditional, teacher-centered practices to more dynamic, student-centered approaches. While barriers such as limited access to resources and lacks of creativity and innovation in utilizing technology posed challenges, the teachers’ increased confidence in using digital tools and their proactive approach to overcoming obstacles were clear indicators of the course’s success.