As AI increasingly permeates education, understanding teachers' perceptions and interactions with these technologies is essential. The Technological Pedagogical Content Knowledge (TPACK) framework provides a comprehensive lens to examine these interactions with educational AI tools (EAITs). This study explored the factors influencing teachers'…

Using pre-service teachers' (PSTs) technological, pedagogical, content knowledge (TPACK) survey responses, this study's cluster analysis identified five distinct learning profiles: Pedagogical Content Knowledge Specialists, Technological Forerunners, Pedagogically Minded, Balanced Integrators, and TPACK Lingerers. Instead of using a single…

Research Findings: This mixed-methods study utilized the Technological Pedagogical Content Knowledge (TPACK) framework to examine surveys, reflections, focus groups, and lesson plans from 22 pre-service teachers (PSTs) participating in two technology-rich courses. Following the completion of these courses, the results indicated a notable…

Since 2020, teaching has gone through substantive transformation. Teacher educators have been compelled to reevaluate their instructional strategies and the use of technology to deliver effective training for pre-service teachers. The year 2020 escalated the use of teaching strategies that relied on technology as a crucial tool in all teaching…

The purpose of this study was to assess the relationship between school-based agricultural education (SBAE) teacher Technological Content Knowledge, Pedagogical Content Knowledge, and Technological Pedagogical Knowledge and teachers' technology integration self-efficacy through the use of TPACK and the Intrapersonal Technology Integration Scale…

South African schools are increasingly integrating digital technology into their curricula to enhance educational outcomes. This study aims to evaluate educators' readiness to teach using digital media (DM) and the effectiveness of the e-learning policy in addressing disparities across schools. The hypothesis is that disparities in access to…

As digitalisation is becoming increasingly important in educational settings, teachers' key competencies -- in particular, their professional knowledge regarding the integration of information and communication technology (ICT) in the classroom -- warrant targeted development. Aside from their general pedagogical knowledge (GPK), teachers'…

This quantitative study examined the dynamics of the Technological Pedagogical Content Knowledge (TPACK) framework within mathematics education, centring on the role of Contextual Knowledge (XK). The research, conducted with middle school mathematics teachers in Chongqing, China, employed structural equation modelling (SEM) to explore the…

Implementing ICT education in elementary schools in the industrial era 4.0 is urgent. Several studies have explored ICT education in elementary schools, but few studies with systematic literature reviews remain. This article presents a literature review for 2019-2023 regarding ICT education in elementary schools. The Systematic Review Literature…

The integration of technology into teaching and learning processes is highly relevant in today's educational landscape, as technology has become essential for facilitating student learning. However, in practice, technology has not been fully optimized to develop students' critical thinking skills. The TPACK framework, which guides teachers in…

This study examines the factors influencing preservice teachers' (PSTs) technology integration during teaching practice in teacher preparation programs. Utilizing a multidimensional framework, the study integrates models such as TPACK, UTAUT, and the Triple-E evaluation rubric, among others. The research involved a Qualtrics survey of 1,217 PSTs…

Aim/Purpose: The purpose of this systematic literature review is to evaluate the application of UTAUT and UTAUT2 frameworks in K-12 education. Background: This study included an analysis of peer-reviewed empirical studies that use the UTAUT and UTAUT2 frameworks to understand the factors that influence technology adoption among K-12 educators. New…

The purpose of this study was to investigate the effect of preservice teachers' identity on TPACK regarding the mediating roles of mathematics teaching competency, teacher belief, and technostress across grade levels. A total of 926 preservice mathematics teachers participated in the study. We used structural equation modeling to determine and…

This mini-ethnographic case study examined the enactment of the mother tongue (MT) medium of instruction policy in teaching information and communication technology (ICT) to preschoolers or early childhood development (ECD) learners in a Zimbabwean school. The study employed an eclectic cognitive sense-making, ethnography of language policy and…

This study investigates Contemporary Mathematical Instruction Competence (CMIC) using the PISA 2022 dataset. The research aims to identify the underlying dimensions of CMIC and assess their consistency across different cultural contexts. Variables were selected from teacher surveys in PISA 2022, focusing on mathematical reasoning, cognitive…