Technological pedagogical and content knowledge (TPACK) in school education: Analysis of research Trends

Abstract

The objective of this systematic literature review was to classify and analyse the findings related to Technological Pedagogical Content Knowledge (TPACK) from 2015 to May 2024, following the PRISMA guidelines. The study focused on the analysis of ten years of empirical research, specifically emphasising TPACK by providing an in-depth understanding of technology integration in school education. Searches in Scopus, Google Scholar, ERIC, JSTOR, and Sage Journal databases resulted in 296 articles, out of which 50 were selected for final analysis. The findings revealed that school teachers demonstrated a high level of TPACK competence with a significant variation in teachers' TPACK level based on factors such as age, gender, and teaching experience. Moreover, a significant and positive relationship was found between teachers' TPACK and their computer self-efficacy, while a significant and negative correlation was identified between teachers' technostress and their integration of technology. Additionally, teachers demonstrated significant and positive attitudes towards the integration of technology in their teaching. This suggests that teachers with positive attitudes also had favourable perceptions of their perceived TPACK.