Evaluating the Role of Technological Pedagogical Content Knowledge in ICT-Enhanced Science Education

Abstract

This study investigates the critical factors influencing the integration of Information and Communication Technologies (ICT) in science education, focusing on Technological Pedagogical Content Knowledge (TPCK), ICT teaching self-efficacy, enjoyment, control appraisal, and value appraisal among pre-service and in-service science teachers. Utilizing structural equation modelling, the findings highlight that ICT teaching self-efficacy, enjoyment, and control appraisal significantly predict value appraisal, demonstrating their crucial roles in teachers’ perceptions of ICT value. TPCK also emerged as a significant predictor, emphasizing the importance of integrated knowledge for effective ICT use in teaching. The strong prediction relevance of the study confirms the model’s effectiveness. These findings align with the TPCK framework and imply that in-service programs must include greater emphasis on practical workshops, online courses as well and group activities to enhance teachers’ ICT self-efficacy and TPCK. In this way, it is possible to know how best to integrate ICT in teaching science, resulting in actionable ways to improve teaching practices and student learning outcomes.