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

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