A Meta-Analysis of TPACK Research in Pakistan: Insights from the Last Decade

Abstract

The purpose of the study was to explore the research studies conducted on Technological, Pedagogical, and Content Knowledge (TPACK) of teachers in the context of Pakistan in the last decade (2014-2024). TPACK of teachers is important for effective integration of technology in classrooms. The study investigated the major trends, predominated methodologies used to explore TPACK, essential findings and implications, further it examined the strategies researchers have recommended to improve TPACK skills of teachers. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach was used to select and analyse articles. 34 articles were selected for the process of meta-analysis. Software NVIVO was used to organize the qualitative data and SPSS 21 was used for descriptive representation of the data. Though there was a trend to measure TPACK levels of teachers. the studies lacked in assessing integration of TPACK in curriculum and textbooks moreover none of the strategy has been given to improve the TPACK level of teachers.   The findings of the study showed a positive trend of researchers toward TPACK related research studies. Further the study found that majorly researchers were conducted at tertiary level on pre-service teachers. The meta-analysis also identifies significant gaps in the current TPACK-related literature. One such gap is the need for strategies to address the challenges faced by in-service teachers in integrating technology into their classrooms. Designing targeted workshops and professional development programs could help overcome these obstacles. Additionally, there is a critical need to evaluate the curriculum and textbook content to determine whether they have the capacity to effectively support technology integration for students.

Keywords: In-service teachers, Meta-analysis, PRISMA, Pre-service teachers, TPACK