A systematic review and meta-analysis on TPACK-based interventions from a perspective of knowledge integration
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Designing effective interventions that foster (pre-service) teachers' knowledge to teach with technologies is paramount in education research . Researchers have prominently relied on the TPACK-model as theoretical foundation to design such interventions. However, a myriad of distinct TPACK-based interventions emerged, which likely targeted the different knowledge components of TPACK to varying extents. Given this diversity and the lack of performance-based measures to estimate competence growth, little is known about the effectiveness of respective interventions. In the present synthesis study, we therefore sought to systemize TPACK-based interventions regarding targeted knowledge domains across various contexts. Accordingly, we scrutinized which of the TPACK-components were explicitly targeted in TPACK-based interventions within the framework of a systematic review . Further, we conducted a subsequent meta-analysis based on studies applying performance-based measures to investigate whether the targeted knowledge domains affected the effectiveness of interventions. Based on a set of N = 163 primary intervention studies and one theoretical contribution, our analyses suggest that Technological Knowledge was the most prominent targeted TPACK-component. Interestingly, in more than 20% of the interventions, specific training on Technological Pedagogical Content Knowledge (i.e., TPCK) was absent although TPCK is considered crucial for successful technology integration. Results furt…
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While teachers may demonstrate technological familiarity, the integration of technological knowledge with pedagogical and content knowledge remains uneven.
“Subsequent empirical research confirms that while teachers may demonstrate technological familiarity, the integration of TK with PK and CK remains uneven (Fabian et al., 2024;Wright & Akgunduz, 2018).”
From From Digital Consumers to Knowledge Creators: Reconceptualizing Web 2.0 Integration through a Pedagogical Maturity Continuum in Primary Education (2026) · cites this paper as Fabian et al., 2024
The synthesis indicates that TPACK components develop unevenly in practice, with technological knowledge often advancing more rapidly than pedagogical and content integration.
“Although TPACK remains a foundational framework, the synthesis indicates that its components develop unevenly in practice, with technological knowledge often advancing more rapidly than pedagogical and content integration (Fabian et al., 2024;Wright & Akgunduz, 2018).”
From From Digital Consumers to Knowledge Creators: Reconceptualizing Web 2.0 Integration through a Pedagogical Maturity Continuum in Primary Education (2026) · cites this paper as Fabian et al., 2024
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Preservice teacher cluster memberships in an edtech course: A study of their TPACK development
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Flagged first, then by citations
Research works printed but not linked: 3
- *Fenton, 2021, Preparing elementary preservice teachers to integrate technology: examining the effects of a new science course sequence with technology infusion, Electron J Res Sci Math Educ, 26, 23
- *Hardy, 2010, Enhancing preservice mathematics teachers’ TPCK, J Comput Math Sci Teach, 29, 73
- *Lyublinskaya, 2014, A study of special education teachers’ TPACK development in mathematics and science through assessment of lesson plans, J Technol Teacher Educ, 22, 449
Cited by
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Johnson, F., Schmit, J., Schneider, C., Rossa, H., & Müller, L. (2024) · Education Sciences · doi:10.3390/educsci14121390 · Cited by 17 · see citing works
Designing effective AI professional development: A framework grounded in intelligent-TPACK
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Stalmach, A., Reinck, C., D’Elia, P., Sano, S. D., & Casale, G. (2025) · Discover Education · doi:10.1007/s44217-025-00825-8 · Cited by 14 · see citing works
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Digital Media in Teacher Professional Development: Where Do We Stand and Where Do We Want to Go?
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Tanta, T., Satar, S., Nurbaya, N., & Listiani, H. (2025) · JURNAL IQRA · doi:10.25217/ji.v10i3.6676
Correlation Between Lecturer’s TPACK Mastery and Students’ Critical Thinking Skills
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Berondo, C. M., & Vasay-Cruz, M. J. (2026) · Psychology and Education A Multidisciplinary Journal · doi:10.70838/pemj.510702
TOWARDS RESPONSIBLE AI-ASSISTED TEXTBOOKS: ACCEPTANCE AND ENABLERS AMONG AFRICAN SCIENCE EDUCATORS
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Post-COVID-19 Implementation of Chemistry using the TPACK Approach: A Systematic Literature Review
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Digital technology integration for developing research competence in primary school students
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- Authors
- Fabian, A., Backfisch, I., Kirchner, K., & Lachner, A.
- Affiliations
- University of Tübingen (DE)
- Corresponding author
- Fabian, Armin
- Venue
- Computers and Education Open
- Publisher
- Elsevier BV
- Published
- 2024-12
- Volume
- 7
- Pages
- 100200
- ISSN
- 2666-5573 (ISSN-L)
- OpenAlex
- W4400804766
- Cited by
- 34
- References
- 221
- Citations by year
- 2026: 22 · 2025: 9 · 2024: 3
- FWCI
- 4.67
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Computers and Education Open (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Funders
- Federal Ministry of Education and Research Berlin Office
- State of Baden-Wurttemberg Ministry for Science Research and Art
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Education and Technology Integration
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- TPACK, pre-service teachers, teacher training intervention, technological knowledge, technological pedagogical content knowledge, knowledge integration, intervention effectiveness, performance-based measures, intervention design
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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