EMPOWERING EDUCATORS THROUGH THE INTEGRATION OF TECHNOLOGY, PEDAGOGY, AND CONTENT KNOWLEDGE: A FRAMEWORK FOR TRANSFORMATIVE TEACHING PRACTICES

Abstract

Background: Effective technology integration in education requires teachers to possess a balanced combination of technological, pedagogical, and content knowledge (TPACK). Many professional development programs lack a structured framework to address these domains comprehensively. Objective: To evaluate the effectiveness of a TPACK-based training program in enhancing teachers’ capacity for technology integration and to identify barriers and facilitators to sustained implementation. Methods: A quasi-experimental pre-test post-test control group design was conducted with 60 purposively selected in-service teachers from Science, Mathematics, Languages, and Social Sciences. Participants were allocated equally to intervention and control groups. Baseline equivalence was established, and post-intervention changes were assessed using descriptive and inferential statistics. Barriers and facilitators were explored through frequency analysis of participant feedback. Results: The intervention group demonstrated significant improvements in technology integration skills, confidence, and practical application compared to the control group. Facilitators included hands-on training, peer collaboration, and subject relevance, while barriers included limited infrastructure, time constraints, and insufficient administrative support. Conclusion: Structured TPACK-based training can enhance teachers’ technology integration capabilities; however, sustained impact requires addressing contextual barriers.