This study aims to provide a systematic review using the PRISMA protocol that overviews artificial intelligence (AI) professional development (PD) initiatives for teachers, emphasising the fusion of technological and pedagogical knowledge. Framed within the Technological Pedagogical Content Knowledge (TPACK) framework, the research explores the…

TPACK (Technological Pedagogical Content Knowledge) is an entirely new teaching model in the science of education field, founded about five years ago. There is still some room for improvement and discussion to develop this model. Some studies argue that the model is irrelevant to practical context due to its vague definitions. On the other hand,…

TPACK development for prospective mathematics teacher students is a crucial aspect in preparing educators who are able to integrate technology effectively in the learning process. This study aims to examine the development of TPACK for prospective mathematics teacher students and the most effective form of TPACK development for prospective…

Constant teacher training and up-dating is fundamental to provide quality teaching and learning. Digital competences are among the skills that teachers must acquire in order to improve the teaching and learning processes. The aim of the present study was to review the scientific production of the last five years regarding teacher digital…

As teachers are central to digitalizing education, we summarize 40 years of research on their role in that process within a systematic umbrella review that includes 23 systematic reviews with a total of 1062 primary studies focusing technology integration and aspects of digital literacy. Our findings highlight the international acceptance of the…

Artificial Intelligence in higher education (AIED) is becoming a more important research area with increasing developments and application of AI within the wider society. However, as yet AI based tools have not been widely adopted in higher education. As a result there is a lack of sound evidence available on the pedagogical impact of AI for…

The TPACK model is an essential framework for appropriately integrating technology in the classroom. The present study aimed to categorize and establish the main research findings around TPACK between 2017 and 2022, specifically in practicing teachers at the secondary education level. A systematic literature review guided by the PRISMA statement…

In recent years, studies on technological, pedagogical, and content knowledge (TPACK) have been increasing; however, integrating TPACK into online teaching has generated concerns among teachers across various subject domains in the humanities. Since there have been few recent reviews of teachers' online TPACK research in the humanities, the…

Computational thinking (CT) is valued as a thinking process that is required to adapt to the development of curriculum in primary education. In the context of modern information technology, English as a language subject emphasizes the necessity for changes in both learning and teaching modes. However, there is a lack of up-to-date synthesis…

The rapid development of artificial intelligence (AI) technologies has demonstrated their affordances and limitations in revolutionizing pedagogical strategies in higher education. Given the lack of guidelines, policies, and resources to assist instructors in efficiently and ethically integrating AI into teaching and learning practices, this…

Technological Pedagogical Content Knowledge (TPACK) studies have surged over the past few years, however, there is a lack of studies that have comprehensively reviewed and synthesized data on teachers' TPACK self-efficacy. The present review aimed to provide data on research methods, study samples, subject domains, and evaluation approaches used…

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…

Higher education has increasingly adopted online and blended models of teaching. Guided by institutional policy and digital competence frameworks, the integration of digital tools and competences is perceived as essential. The pivot to emergency remote teaching (ERT) in response to the COVID-19 pandemic increased the use of digital technologies…

In recent years, integrating technology into education continues to attract more attention along with the rapid growth of information and communication technology. In the literature, teachers' technological pedagogical content knowledge (TPACK) plays an essential role in successfully integrating technology into teaching and learning contexts. This…

Modeling is a widely adopted and frequently used strategy to prepare teacher candidates for technology integration. However, whether modeling as a strategy alone is enough for technology-infused teacher preparation programs is questionable. Therefore, the purpose of this paper is to describe an investigation of how teacher educators model…